The Biology Compendium the Biology Compendium: a Field Guide to the Alabama Standards

The Biology Compendium The Biology Compendium: A Field Guide to the Alabama Standards

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2 The Biology Compendium TABLE OF CONTENTS

Acknowledgments...... 4 What is The Biology Compendium?...... 5 Compendium Goals...... 7 How to Use the Compendium...... 7 Sequence of Instruction...... 11 2015 Biology Course of Study...... 12 n What are the building blocks of life?...... 21 n What are living things made of?...... 26 n How do living things get and use energy?...... 36 n How does DNA control traits in living things?...... 45 n How do living things pass traits to their offspring?...... 55 n How have living things changed over time?...... 67 n How do living things interact with each other and the environment?...... 81 Appendix 1: About the Compendium Advisory Team...... 94 Appendix 2: About the Compendium Partners...... 98

A Field Guide to the Alabama Standards 3 Acknowledgments

We gratefully acknowledge the following organizations and individuals, without whom the compendium would not have been possible:

The Boeing Company The Alabama Math, Science, and Technology Initiative part of the Alabama State Department of Education A+ College Ready HudsonAlpha Institute for Biotechnology Compendium educator advisory team: Madelene Loftin (Lead), HudsonAlpha Institute for Biotechnology Jennifer Hutchison, Alabama Science in Motion Mary Busbee, St. Clair County High School Nerissa Deramus, Thompson High School Susan Dial, Gardendale High School Teresa Gregory, Clay-Chalkville High School Ben Johnston, Bob Jones High School Eve O’Connor Kendrick, Northside High School Leslie Machen, Sparkman High School Kim Miller, Fairhope High School Melody H. Tucker, PhD, Citronelle High School Keshia Williams, Lee High School

The marketing and communication team at HudsonAlpha for their expertise, creativity and patience

4 The Biology Compendium What is the Biology Field Guide?

In 2015, the state of Alabama adopted new courses of study, the 2015 Alabama Course of Study: Science (COS) for all K-12 science classes, grounded in best practices for how students learn science through scientific practices and active learning tactics. This approach is substantially different from previous strategies that emphasized breadth over depth and taught science as an exhaustive list of discrete facts. The focus has moved from memorization to posing questions, designing investigations, building models, and engaging in argumentation. These practices allow students to compare ideas, arrive at conclusions, and build knowledge.

One of the most challenging hurdles to successfully implementing the new COS is recognizing which resources best support student mastery of the standards. Educa- tors require high-quality, well-vetted resources that facilitate student proficiency. Hundreds of kits, laboratory exercises, tutorial videos, and websites claim to meet those requirements but vary widely in format, quality, and accuracy. Some activities even inadvertently increase student misconceptions or make learning more difficult.

The Biology Compendium was developed to help address this challenge. The Compendium is a collection of active-learning resources that reinforce the new COS objectives for high school biology. An advisory team of biology educators, drawn from diverse educational settings across the state (Appendix 1), evaluated hundreds of potential resources and selected only those tools that best allow Alabama students to engage the content present in the 2015 Biology COS. Using a rubric modified to the Alabama standards, the teacher team combed through lesson plans, laboratory protocols, and classroom activities to find three-dimensional, learning-rich resources. The team asked hard questions: Does this activity promote inquiry learning? Does this lab contain science practices and cross-cutting concepts? Is this project student-centered? The advisory team found that many of the traditional experiences and experiments only partially supported the new standards. Consequently, many of these old favorites were not incorporated into the Compendium.

The Compendium is much more than a list of useful resources but is analogous to a “field guide” for biology educators. Teachers carry the book with them into the classroom, where it assists in navigating through a somewhat unfamiliar landscape – the new course of study. Like a field guide, the Compendium recommends potential paths to follow that highlight relevant points of interest, suggesting ways to sequence activities. It also showcases the flora and fauna that call the landscape home by identifying the activities that use the practices and connecting concepts to best explain biology concepts. The Compendium provides a scaffold upon which the nearly 700 Alabama biology educators can assemble their individual plans of instruction. Continued...

A Field Guide to the Alabama Standards 5 The Compendium does not represent the only way to move students toward mastery of the performance expectations outlined in the new COS, but it does provide a thoroughly analyzed plan to do so. The Compendium is neither a pacing guide nor a fully formed course curriculum. Instead, it highlights a potential sequence of activities, lessons, and labs to help students master the performance expectations associated with each standard.

The concept of a biology compendium originated from a series of meetings between three of Alabama’s largest science education initiatives: the Alabama Math, Science, and Technology Initiative, A+ College Ready, and HudsonAlpha Institute for Biotechnology. Collectively, these three programs have developed an extensive library of classroom activities and modules that support high school biology. In addition, they have cultivated a culture of partnership: each routinely supplies the others with resources for teachers and students. Together, they reach every public school biology class in Alabama. Details and online links to each of the partners can be found in Appendix 2 on page 98.

6 The Biology Compendium The Biology Compendium Goals

The Goals of The Biology Compendium are to:

• Equip Alabama high school biology teachers with the tools to implement three-dimensional learning. • Evaluate available biology educational resources for alignment to the 2015 Alabama COS: Science. • Curate available biology educational resources aligned to 2015 Alabama COS: Science. • Leverage resources already available through existing organizations such as the Alabama Math Science and Technology Initiative’s Alabama Science in Motion (AMSTI/ ASIM) program, A+ College Ready, and HudsonAlpha Institute for Biotechnology to maximize student usage.

How to Use the Compendium

Learning Targets

Learning targets provide students and teachers clear destinations and state what students should know and be able to do at the end of the instructional sequence. Each learning target is associated with a standard from the new COS, noted in parenthesis. Many learning targets include aspects of more than one standard. That is noted by including all applicable standards in the parenthetical notation with the most relevant standard listed first. No single learning target fully addresses any COS standard, therefore targets for a specific standard may appear in multiple places throughout the progression. This repetition is intentional and is due to the interconnected nature of biology. For example, to master a standard about cells, students need multiple experiences targeted at different aspects of cellular structure or function to gain a holistic concept of how cells work individually and in the context of a multicellular organisms. These learning targets were carefully crafted to address the entire course of study for biology. They include science and engineering practices in student friendly language, and they reach the depth of knowledge required in a modern biology classroom. Continued...

A Field Guide to the Alabama Standards 7 Teachers’ instructional planning is focused on the learning targets, as they are the end goal for students. Learning targets are the path students will take to master the standards. Targets do not represent pacing and teachers are cautioned to not view each target as the objective for a single day of instruction. These learning targets guide teachers in selecting materials and resources to use in the classroom. Following classroom experiences, students should be able to fully address the target, confidently saying “I can do what this learning target asks of me.”

Learning Experiences

Learning experiences are not lesson plans but descriptions of what students should encounter in biology class. These strategies are not intended to provide a detailed list of everything that should happen in a biology class. However, they will give educators an idea of the kinds of experiences that would meet the learning targets. Learning experiences are described broadly, focusing on the verbs of instruction – investigating, constructing, proposing, testing. This approach provides teachers flexibility in how they structure classroom experiences aimed at specific types of thinking students must engage in to meet the target and ultimately the standard. These learning experiences are written in student-centered language, painting a clear picture of what students will be doing, thinking, building, and writing. This represents the clear shift in instructional focus called for by the new COS. For teachers, this shift requires thinking of lesson planning in new ways focused on building experiences where students actively wrestle with concepts, leading and being responsible for their own learning. In modern biology classrooms, teachers function as facilitators of student inquiry, providing opportunities to experience science concepts in real-world contexts.

Teacher Resources

The Teacher Resources in the Compendium are not intended as an exhaustive list of required activities or labs. Instead, they are a compilation of resources that have been evaluated for alignment to the new COS, providing teachers with a set of quality resources that are appropriate for meeting the learning targets. Included are in-depth multi-day investigations, probing strategy options, reading passages, video resources, web-based simulations, and short descriptions of teaching strategies. It is not expected that teachers would use every resource from the list to meet the target. The listed resources serves as a menu of options for building the experiences described for students, with teachers selecting the option(s) that best meet the needs of individual classrooms.

8 The Biology Compendium Modifying instruction to meet the new COS is challenging. Gone are the days when a single lab activity could check a box and fulfill an objective. In that light, no single resource provides mastery of any biology standard, and educators must think about how to deploy resources differently. In the Compendium, specific resources may appear in multiple places. These resources address multiple learning targets and support mastery of aspects of more than one standard. Alternatively, a resource may only address some aspects of a standard, and additional effort may be required of the teacher to bring all three dimensions of learning into any given lesson. Page Example:

Learning Targets Learning Experiences Misconceptions

1 I can describe the particles Active learning strategies re-acquaint V Cells are not made that compose an atom and students with basic chemistry con- of atoms. relate these particles to types cepts from prior science courses, such V Biological materials of chemical bonding such as as elements, atomic structures and are not made of matter. covalent, ionic, and hydrogen types of bonding. Sample strategies and describe Van der Waals are included in the resource list. forces. Teacher Tip Students also review the four mac- The intent of these 2 I can identify patterns in romolecules that compose life and learning targets is to the elements that compose identify the elements that compose review basic chem- each macromolecule and the monomer subunits that combine to istry concepts during the the arrangement of mono- form each macromolecule polymer. first few days of school. The mer units in carbohydrates, targets can be incorporated The focus of this introductory experi- into other first days of school proteins, nucleic acids, and activities. lipids. (1) ence is to review general biochemistry knowledge rather than a deep dive into detailed content.

Teacher Resources

Dogs Teach Chemistry — YouTube This video clip uses cute dogs to review simple chemistry concepts. bit.ly/dogs-teaching-chemistry

Continued...

A Field Guide to the Alabama Standards 9 Common Student Misconceptions

Students do not arrive at biology class as blank slates but bring with them a host of prior learning and conceptions about life that inform their thinking. Not all of the preconceptions that students bring with them are accurate. Being aware of common misconceptions about particular content allows teachers to monitor and address fallacies appropriately in the classroom and to design learning experiences that help students identify their own misconceptions and metacognitively address them. The examples in the Compendium are not intended as an exhaustive list but encompass many of the more common misconceptions encountered by Alabama teachers. Teachers are encouraged to use the identified misconceptions to assess students’ thinking as new topics are introduced. “Teachers must use appropriate strategies to uncover misconceptions and design experiences that will help students willingly give up their misconceptions in favor of a scientific idea,” says Page Keeley, developer and author of the Uncovering Student Ideas in Science series. Some probing strategies are included in the teacher resources sections of the Compendium. Teachers who want to know more about addressing student misconceptions can find valuable resources at www.UncoveringStudentIdeas.org

Teacher Tips

Much of the Compendium is phrased in student-centered language, speaking directly to what students should be doing, saying, and thinking during biology class. The teacher tips provide educators insight into the learning progression, foreshadowing of future experiences for planning purposes, resources to help the teacher plan, and words of caution from veteran educators. Tips are included when teachers need additional information and are intended to support teachers’ efforts to build standards-based, student-centered experiences.

10 The Biology Compendium Sequence of Instruction

The Biology Compendium is organized around a proposed sequence of instruction. This sequence organizes learning experiences in a gradually widening spiral that begins with the building blocks of life and ends with students developing solutions to complex environmental problems. This spiraling sequence allows for critical topics to be revisited multiple times over the course of the year, adding additional layers to student understanding of these key concepts.

A Field Guide to the Alabama Standards 11 The 2015 Biology Course of Study (COS) Visit alex.state.al.us to view the 2015 Alabama Course of Study online.

12 The Biology Compendium A Field Guide to the Alabama Standards 13 14 The Biology Compendium A Field Guide to the Alabama Standards 15 16 The Biology Compendium A Field Guide to the Alabama Standards 17 18 The Biology Compendium The Biology Compendium

A Field Guide to the Alabama Standards 19

20 The Biology Compendium

What are the building blocks of life?

In order to ground understanding of biological processes, it is necessary to be familiar with key chemical components, behaviors, and characteristics. Before students grasp structural concepts of proteins and lipids, they must understand key features of chemical bonding and the properties of water.

1 I can describe the particles that 10 I can build a model of a carbohydrate compose an atom and relate these and describe its role in biological particles to types of chemical bonding processes, such as photosynthesis and such as covalent, ionic, and hydrogen cellular respiration. (1) and describe Van der Waals forces. 11 I can build a model of a lipid and 2 I can identify patterns in the elements describe its role in biological processes, that compose each macromolecule and such as cell membrane function and the arrangement of monomer units in energy storage.(1) carbohydrates, proteins, nucleic acids, 12 I can build a model of a nucleic acid and lipids. (1) and describe its role in biological 3 I can conduct several short processes, such as transmission of investigations to predict the unique prop- hereditary information. (1) erties of water. (5a) 13 I can build a model of a protein and 4 I can build a model of a water describe its role in biological processes, molecule that illustrates hydrogen such as enzyme function or structural bonding. (5a) functionality. (1) 5 I can use that model to illustrate how 14 I can compare and contrast the water molecules interact with each other structure of each macromolecule and and with other polar and nonpolar can predict the function of each from its molecules, based on oppositely charged structure. (1) parts of the molecule. (5a) 15 I can draw conclusions from 6 I can design and conduct an evidence of matter cycling through living experiment, including controls and and nonliving components of an variables, that provides data regarding ecosystem. (8) a property of water. (5a) 16 I can describe the term 7 I can communicate the results of my biogeochemical by breaking it into its investigation in one or more modes. (5a) root, prefix, and suffix. (8) 8 I can use standard experimental tests to predict the macromolecular content of a given substance. (1) 9 Given a model, schematic, or diagram, I can differentiate macromolecules based on common characteristics. (1)

21 Learning Targets Learning Experiences Misconceptions Cells are not made 1 I can describe the particles Active learning strategies re-acquaint V of atoms. that compose an atom and students with basic chemistry con- relate these particles to types cepts from prior science courses, such V Biological materials of chemical bonding such as as elements, atomic structures and are not made of matter. covalent, ionic, and hydrogen types of bonding. Sample strategies and describe Van der Waals are included in the resource list.

forces. Students also review the four Teacher Tip macromolecules that compose life and I can identify patterns in The intent of these 2 identify the elements that compose the elements that compose learning targets is to the monomer subunits that combine to review basic each macromolecule and form each macromolecule polymer. chemistry concepts during the arrangement of mono- the first few days of school. mer units in carbohydrates, The focus of this introductory The targets can be proteins, nucleic acids, and experience is to review general incorporated into other first lipids. (1) biochemistry knowledge rather than a days of school activities. deep dive into detailed content.

Teacher Resources

Students may need a brief review of basic chemistry concepts. The following videos can serve as brief reviews: Teacher Tip The structure Dogs Teach Chemistry — YouTube® and function of This video clip uses cute dogs to review simple chemistry concepts: biomolecules will be investigated in greater depth bit.ly/dogs-teaching-chemistry later in the sequence. At this This video clip reviews basic information about bonding and molecules: point in the instructional bit.ly/dogs-teaching-chemistry-bonding progression, teachers are introducing the Chemistry Basics — Science with the Amoeba Sisters biomolecules and their Video clip of animated amoeba cartoons reviews basic chemistry: elemental composition. bit.ly/chemistry-basics-amoebas

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22 The Biology Compendium What are the building blocks of life?

Learning Targets Learning Experiences

3 I can conduct several short Students explore the unique properties of water (polarity, surface tension, investigations to predict the capillarity, adhesion, and cohesion) through a combination of observation, modeling, and experimentation. unique properties of water. (5a) Students initially encounter water’s properties with a set of simple 4 I can build a model of a experiments set up as stations around the classroom (potential station water molecule that illus- ideas are included in the ASIM Thirsty for Water Lab). As students rotate trates hydrogen bonding. (5a) through the stations, they develop a working list of the properties of water. 5 I can use that model to As each experiment is completed, students explain in written or verbal illustrate how water form how the results highlight that particular property of water. In addition, molecules interact with each students may annotate text that includes a description of the properties and relate the description to the properties observed in the water stations. other and with other polar and non-polar molecules, Students also design and assemble physical or virtual models of water based on oppositely charged molecules. These are used to explain the properties at a molecular parts of the molecule. (5a) level, reinforcing the observations at each station. The models are also 6 I can design and conduct used to illustrate chemical interactions between water molecules and other polar and non-polar compounds. an experiment, including controls and variables, that Once students have explored properties of water at the macro and provides data regarding a molecular level, they design and conduct a novel experiment showcasing property of water. (5a) one or more of the properties of water. Student-designed experiments 7 I can communicate the should follow standard experimental design parameters with appropriate results of my investigation in variables and controls. Experimental design, results, and conclusions are one or more modes. (5a) communicated using print or electronic formats.

Teacher Resources Misconceptions V Water only evaporates Thirsty for Water — Alabama Science in Motion M12ThH2O from large bodies of water Students complete activities at five water investigation stations to discover the such as lakes, rivers, or the properties of water and to relate those properties to cell processes, such as ocean. homeostasis and cellular respiration. bit.ly/AMSTI-ASIM V Changes in the state of Students construct a model of a water molecule and illustrate chemical water (ice, liquid water, water interactions that describe the relationship between water molecules with one vapor) do not involve energy. another and other compounds. Teacher Tip Paper Water Molecule Template — Clear Biology Website Model may be made bit.ly/paper-water-molecule with paper, molecular Water Kit — 3D Molecular Designs models, or candy. Multiple examples and teach- Magnetic water molecules and associated teacher materials available for pur- er resources for molecular chase. bit.ly/water-kit models can be found with a simple Internet search.

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A Field Guide to the Alabama Standards 23 Learning Targets Learning Experiences

8 I can use standard experimental tests to This series of experiences builds on the predict the macromolecular content of a given introduction to macromolecules (carbohydrates, substance. (1) lipids, nucleic acids, proteins) described in learning 9 Given a model, schematic, or diagram, I can target #2. Students begin by using standard differentiate macromolecules based on laboratory tests to identify the presence of macromolecules common characteristics. (1) in a food item. Several investigation options are included in the resources. Students could either identify macromolecules 10 I can build a model of a carbohydrate and from a fast food combo meal or use macromolecule describe its role in biological processes, such identification to solve a mystery. The data students generate in as photosynthesis and cellular respiration. (1) this introductory lab experience is referenced multiple times throughout the remainder of the content sweep. 11 I can build a model of a lipid and describe its role in biological processes, such as cell Following the lab experiences, students construct models of membrane function and energy storage.(1) the four major biomolecules (sample model activities 12 I can build a model of a nucleic acid and included). Students analyze the models to identify the describe its role in biological processes, such monomer unit that repeats across the macromolecule as transmission of hereditary information. (1) polymer and relate molecular structure to biological function. 13 I can build a model of a protein and de- The types of macromolecules are compared in terms of structure and function. scribe its role in biological processes, such as enzyme function or structural functionality. (1) The section concludes with a content check to assess 14 I can compare and contrast the structure macromolecule knowledge. Students are shown a model or of each macromolecule and can predict the image of an unfamiliar biomolecule and challenged to infer the function of each from its structure. (1) molecule’s function based on its component parts.

Misconceptions Teacher Resources V Proteins are only found in muscles. MacroMolecules: Structure and Function — Alabama Science in Motion M1MacMol Students use the Pre-Lab chart lab while watching Amoeba Sisters V DNA is made of proteins. macromolecules video. Activity investigates the structure and function of the four organic macromolecules: carbohydrates, lipids, nucleic acids, and proteins. Teacher Tips Students will build models of each macromolecule and compare the structures. Students benefit from seeing Macromolecules in Food — Alabama Science in Motion L4MacMol many examples of specific Students use chemical tests to determine the macromolecules that are found in macromolecules and how food. Both resources at bit.ly/AMSTI-ASIM they are utilized in living cells and organisms. These topics McMush — NMSI Laying the Foundation Lesson are revisited in many subse- Students learn how to test foods for lipids, glucose, starch, and protein and then quent units (cellular respira- use these tests to solve a mystery. Simple protein models can be constructed tion, photosynthesis, cellular using colorful plastic beads and floral wire or pipe cleaners. These protein components, DNA, protein synthesis). Teachers are models can be stored and used multiple times throughout the course. reminded that mastery of this Paper Biomolecule Templates — Explore Biology Website standard will not be achieved bit.ly/paper-biomolecule until individual biomolecules have been examined in other Enzymes Help Us Digest Food — Serendip Studio contexts later in the course. Students examine models of carbohydrates and lactase and do an activity to test Teachers may want to use the action of the enzyme. goo.gl/Ay77JI some note-taking for the four Molecular Model Kits —for purchase from Ward’s, Carolina Biological, macromolecules, i.e, four- flap paper manipula- 3D Molecular Design and Flinn. tive or Cornell notes.

24 The Biology Compendium What are the building blocks of life?

Learning Targets Learning Experiences

15 I can draw conclusions Students are introduced to the key concept that matter cycles through from evidence of matter cycling systems. Broadly known as the biogeochemical cycle, students return through living and nonliving to this topic multiple times throughout the course.

components of an ecosystem. (8) Students dissect the phrase “biogeochemical cycles” for meaningful 16 I can describe the term roots, prefixes and suffixes to develop a concept of the term’s meaning. biogeochemical by breaking it into its root, prefix, and suffix. (8) Simple experiments or visualizations are used to highlight the cycling process in the water or carbon cycle. The focus is not on details but the overarching ideas that (1.) matter enters one system, is used, and then leaves that system to be incorporated elsewhere and (2.) cycles involve both living and nonliving components. Students are introduced to the key concept that matter cycles through systems.

Teacher Resources

Transpiration Demo Several days before the demonstration, secure a plastic bag around a leaf Teacher Tip of a houseplant. Water plant thoroughly and place in a sunny location. Over This set of experiences is time, moisture collects in the bag to demonstrate that water has exited intended to briefly introduce through the leaves. the concept of matter cycling. It is not intended to deeply delve into biogeochemical cycles as Sample Transpiration Activity this will be addressed much Nuffield Foundation later. Early in the year, students bit.ly/transpiration-plants should be introduced to matter and energy cycling Carbon Cycle Diagram as this theme recurs Annotate a simplified carbon cycle diagram illustrating carbon storage in throughout the course. living and nonliving things.

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A Field Guide to the Alabama Standards 25

What are living things made of?

Cells are the basic unit of living things. Biology students develop mental constructs of cellular structures and functions. Students draw conclusions about the essential components of cells and cell organelles to explain a variety of cellular functions in unicellular and multicellular organisms. Students investigate cellular structures using microscopes, models, and diagrams. Within this content progression, students build a richer conceptual understanding of cell processes such as signaling, cell life cycles, and reproduction.

17 I can describe the cell theory and 29 I can investigate cell membrane function discuss the historical context of its using data collected from my investigation to develoment. (2) explain a phenomenon related to movement 18 I can distinguish biotic components across a membrane. (2, 5) from abiotic materials, using the scientifical- 30 I can compare active and passive ly accepted characteristics of living things. (2) transport, provide examples of each, and 19 I can classify cells (prokaryotes and describe the process for each. (2, 5) eukaryotes) based on the observation of 31 I can relate multiple properties of water internal structures and the complexity of the to impacts on cells and living systems, as well cell and can use those classifications to as the maintenance of homeostasis. (2, 5a) annotate a diagram of prokaryotic and 32 I can describe the ways cells obtain eukaryotic cells. (2) information from nearby cells and the 20 I can distinguish between common environment in the context of cell membrane cellular organelles based on structure and composition. (2, 4) function. (2) 33 I can modify a membrane model to ex- 21 I can classify cells after observing the plain the phenomenon of cell communication presence or absence of organelles and I can in terms of membrane composition. (2) draw conclusions about the function of the 34 I can make calculations from a hands- cell based on the abundance of organelles. (2) on activity and illustrate the amount of time 22 I can compare and contrast different spent in each phase of the cell cycle by a cell. types of cells (plant, animal, bacterial, fun- (4) gal, etc.) found in a variety of organisms. (2) 35 I can use a model to describe patterns 23 I can predict the role of an unfamiliar in typical cell growth and relate those cell based on my knowledge of cellular patterns to the mechanisms of cell reproduc- components and their functions. (2) tion for growth, differentiation, and repair. (4) 24 Using knowledge of cell parts, I can 36 I can develop a model of chromosome design a cell that performs a specific movement and can use the model to explain function and can communicate the features the maintenance of chromosome number of my designed cell. (2) during mitosis. (4) 25 I can build a model of a phospholipid 37 I can use chromosome models to illus- and compare the chemical characteristics of trate mitosis and to explain the role of mito- the two distinct parts of the molecule. (1) sis in maintaining populations of cells. (4) 26 I can build a model of a cell membrane 38 I can use a model to demonstrate errors and use the model to demonstrate how that may occur during cell division.(4) materials move across the membrane. (2, 5) 39 I can identify the strengths and 27 I can distinguish between solution types limitations of a model in representing the based on solute concentration (hypo-, hyper-, cell cycle and cell differentiation. (4) isotonic solutions). (5) 40 I can use evidence to describe the 28 I can investigate how materials move internal and external factors that influence across membranes and categorize the cell cycle control mechanisms. (4) movements as active or passive transport. (5) 41 I can use a model to compare multiple pathways to tumor formation. (4) 26 What are living things made of ?

Learning Targets Learning Experiences Misconception V All cells are the same 17 I can describe the Using discussion, video and animation clips, and size and shape, i.e., there is a cell theory and discuss reading passages, students review the scientific generic cell. the historical context discoveries that contributed to the foundation of the of its development. (2) cell theory. Students should be able to summarize the evidence that supports the cell theory. 18 I can distinguish Teacher Tips biotic components With this background, students are given an object This learning from abiotic materials, and asked to judge whether it meets the definition of progression is the using the scientifically beginning of the accepted characteris- “alive” (samples might include colored water discussion of cells. The tics of living things. (2) droplets on wax paper, raisins suspended in soda water, pond algae or others drawn from the emphasis is on the structure resource list). After a brief period of observation, and function of organelles and the relationships of these students list lifelike and non-lifelike behaviors, and within various types of cells. compare their findings to the scientifically Students need to be involved accepted characteristics of life. Based on their in activities that allow them analysis, students formulate a claim whether their to observe, analyze, evaluate, sample is living or not, providing evidence from and communicate the observation to justify their reasoning. information about organelles and cells using various Using prefixes and root words, students dissect the media. Viewing cells and terms “abiotic” and “biotic,” construct a definition of organelles in various media each, and provide examples of both. Students use a will allow students to see card sort (pre-existing or self-constructed) to assist the two-diomensional and in distinguishing between abiotic and biotic factors. three-dimensional structure.

Student conceptualizations about the structure and Teacher Resources function of organelles will be used in subsequent standards to further understand The Wacky History of Cell Theory — Lauren Royal-Woods cell processes. For example, Animated video on the history of Cell Theory. bit.ly/cell-theory it is imperative for students Origins: How Life Began — NOVA Teachers to understand the detailed structure of the cell mem- Mini-activity to investigate the characteristics of life. brane in this standard as a bit.ly/characteristics-life (part 1 only) foundation for understanding Sewer Lice Demo Directions — Flinn Scientific cellular transport. Students to use observations to evaluate the characteristics of life. bit.ly/sewer-lice What is Life? — Astrobiology A reading activity about the characteristics of life. bit.ly/astrobiology-what-is-life

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A Field Guide to the Alabama Standards 27 Learning Targets Learning Experiences Misconception V Plants are not made of 19 I can classify cells (pro- Having determined that living things cells. karyotes and eukaryotes) based are composed of cells, students begin on the observation of internal the process of classifying types of cells structures and the complexity of and their individual components. Teacher Tip

the cell and can use those classi- Teachers unfamiliar A variety of cells are explored via fications to annotate a diagram with the POGIL of prokaryotic and eukaryotic microscope, print and/or online image strategy are en- cells. (2) and video, or web-based interactives. couraged to investigate the The goal is to distinguish between resources below before prokaryotic and eukaryotic cells and using this in their classroom. compare and contrast various types of POGIL is a strategy in which cells (blood, skin, muscle etc.). students work in small groups with individual roles to As a content check, students can ensure that all students are annotate diagrams of eukaryotic and fully engaged in the learning prokaryotic cells. process. Incorrectly applied, POGIL appears to be a traditional worksheet, but when utilized correctly, the strategy can engage multiple learners in critical thinking about their own learning. Teacher Resources pogil.org bit.ly/pogil-how-to bit.ly/pogil4 Comparing Cell Structures Alabama Science in Motion M3CompCel Explore the function and diversity of organelles and structures in various types of cells, including plant, animal, and bacteria. bit.ly/AMSTI-ASIM

Prokaryotic and Eukaryotic Cells: Do all cells have the same structure? Flinn Scientific POGIL activity in which students work in groups to analyze models to differentiate cell types. bit.ly/prokaryote-eukaryote

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28 The Biology Compendium What are living things made of ?

Learning Targets Learning Experiences

20 I can distinguish between This content sweep is focused on the structure and function of cellular common cellular organelles organelles. Using various sources (prepared or wet mount slides, images, based on structure and digital animations), students identify cellular organelles and correlate organelle function. (2) function to structure. Students should note how plant, animal, and bacterial 21 I can classify cells after cells differ in terms of organelle presence and relative abundance and create a chart or diagram that compares and contrasts the three cell types. observing the presence or absence of organelles and I With this knowledge, students construct a three-dimensional model of a can draw conclusions about the function of the cell based specific organelle, showing how the structure enables the organelle to perform on the abundance of its specific tasks. Students may instead create functional analogy booklets, organelles. (2) interactive posters, or web-based diagrams with links to illustrate a conceptual understanding of cell structures and their functions. NOTE: This activity goes 22 I can compare and contrast different types of beyond simply reproducing the image of a cell on a poster, slide show or cells (plant, animal, bacterial, candy-covered cake. The focus is demonstrating how molecular structure enables the organelle or cell to perform its required function. fungal, etc.) found in a variety of organisms. (2) Students work in groups to design a cell that is optimized to perform a specific 23 I can predict the role of task (i.e. growing hair, storing water, secreting mucus). Each group prepares an an unfamiliar cell based on advertisement/commercial explaining how their specific combination of cellular my knowledge of cellular organelles and structures enables the special feature of their cell. components and their function. (2) To conclude this content sweep, students encounter an image or model of an 24 Using knowledge of cell unfamiliar cell type, such as the cells that line the stomach, an exocrine gland, parts, I can design a cell that or a motor neuron. Based on their acquired knowledge, students predict the performs a specific function cell’s functional role. Use the student-created diagrams to classify unfamiliar and can communicate the fea- cells as a formative assessment. tures of my designed cell. (2)

Teacher Resources

Cells Alive Magnetic Cell Interactive website containing multiple cell activities Alabama Science in Motion C6MagCel www.cellsalive.com Students use magnetic manipulatives to illustrate and compare and contrast iCell — HudsonAlpha Institute for Biotechnology organelles found in a variety of cell types. 3D cell model app allows students to explore the internal bit.ly/AMSTI-ASIM structures of plant, animal, and bacterial cells. icell.hudsonalpha.org Organelle Model Project Students produce a three-dimensional model Inside-A-Cell — Genetic Sciences Learning Center of an organelle. Click through web-based cell animation www.hudsonalpha.org/compendium bit.ly/inside-a-cell

Notes:______Misconception ______V Cells do not carry out essential life functions for the organ- ______ism they compose.

A Field Guide to the Alabama Standards 29 Learning Targets Learning Experiences

25 I can build a model of a This series of activities highlights the chemical structure of the phospholipid and compare the phospholipid membrane and the various ways large and small molecules move between the inside and outside of the cell. chemical characteristics of the two distinct parts of the Students construct a model of a single phospholipid to illustrate how molecule. (1) this macromolecular building block possesses both hydrophobic and 26 I can build a model of a cell hydrophilic properties. Students expand the model to form a phospholipid membrane and use the model to bilayer membrane. This membrane model is revisited and revised several demonstrate how materials move times during the course.

across the membrane. (2, 5) The function of the membrane is investigated using laboratory 27 I can distinguish between experiments, web-based simulations, or simple diagrams. Use activities solution types based on solute from the resource list. concentration (hypo-, hyper-, isotonic solutions). (5) By embedding various proteins within their membrane models, students can demonstrate how biologically important materials move across the 28 I can investigate how materi- membrane. Students use the models to demonstrate how the movement als move across membranes and of water is a cellular response to different solute concentrations within categorize the movements as and outside the cell (hypo-, hyper-, and isotonic conditions). Students active or passive transport. (5) link these membrane transport responses to the properties of water 29 I can investigate cell introduced in learning targets #3 - 7, and explain how water movement is membrane function using data critical to the maintenance of homeostasis for cells and vascular systems.

collected from my investigation Students also model how small and large molecules are transported to explain a phenomenon related across the membrane, differentiating between active and passive to movement across a methods of transport. Students provide examples of each and discuss membrane. (2, 5) specific transport mechanisms such as aquaporin, the sodium/potassium 30 I can compare active and pump, and calcium channels. passive transport, provide examples of each, and describe Utilizing standard experimental design parameters and materials the process for each. (2, 5) provided by the instructor, students plan and carry out an investigation to illustrate a specific form of membrane transport (examples are 31 I can relate multiple included in the resource list). Collected data and conclusions are shared properties of water to impacts on with classmates. cells and living systems, as well as the maintenance of homeostasis. (2, 5a)

Notes:______

______

30 The Biology Compendium What are living things made of ?

Teacher Resources

Phospholipid & Membrane Transport — 3D Molecular Designs (for purchase) Foam model phospholipids and cell membranes. This kit will be distributed at GREAT workshops 2016/17. www.hudsonalpha.org/GREAT Build-A-Membrane — Genetic Science Learning Center Using paper cut-outs and a box top, students build a model of a cell membrane. bit.ly/build-a-membrane Cell Membrane Tutorial — Genetic Science Learning Center Reading passage about cell membranes. bit.ly/cell-membrane-tutorial Teacher Tip Teachers may wish Homeostasis (and the Cell Membrane King) — Science with the Amoeba Sisters to keep and store a class set of Vidoe clip on homeostatsis bit.ly/cell-membrane-king membrane models. These same Diffusion Confusion — NMSI Laying the Foundation Lesson models will be used further in the learning progression. Osmosis lab using both dialysis tubing and potatoes to explore osmosis.

Onion Cell Diffusion — Alabama Science in Motion C2aOnionDif Exploring effect of salt concentration on purple onion cells. bit.ly/AMSTI-ASIM

Rubber Egg Diffusion — Alabama Science in Motion C2cEggDif This is a traditional egg osmosis lab where the shell is dissolved and students observe osmosis and record data daily. Note: To more closely address the standard, allow students to alter key variables to produce their own data. bit.ly/AMSTI-ASIM

Osmosis and Diffusion — Alabama Science in Motion C2bOsDif Osmosis lab using potato slices can also be adjusted to provide opportunities for student experimentation. bit.ly/AMSTI-ASIM

Diffusion Across Biological Membranes: A Simulation — Cornell Institute for Biology Teachers A multi-part Inquiry Diffusion Lab for student experimentation. bit.ly/diffusion-across-membranes

These activities could be demonstrations or brief investigations that set the stage for student designed experimentation.

Sample investigations include:

• Examine the process of diffusion and osmosis through a selectively permeable membrane.

• Explore the change in the mass of a potato piece through the process of osmosis depending on the concentration of corn syrup.

• Use two different sizes of dialysis tubing to represent cellular and organelle membranes. Students place solutions of iodine, starch, and glucose on different sides of a membrane to show movement of molecules.

A Field Guide to the Alabama Standards 31 Learning Targets Learning Experiences

32 I can describe Students will analyze images, illustrations, videos, and animations and role-play the ways cells obtain to identify the ways cells (1.) receive information from their environment as well as information from neighboring cells and (2.) use that information to maintain homeostasis or carry out nearby cells and the other cellular actions. environment in the context of cell Students modify their cell membrane models to include cell surface receptor membrane proteins and cell surface markers. These features allow messages to be transmitted composition. (2, 4) without actually entering the cell.

33 I can modify a Role play of cell communication pathways: membrane model to • Students will act out cell communication using the classroom and desks as cell explain the and nuclear membranes. The students will be exploring a basic model of a signal phenomenon of cell transduction pathway, which will be followed by the students creating their own, more communication in elaborate analogy based on real examples. Through this activity, the students will terms of membrane understand the processes that are involved in cell-to-cell communication and signal composition. (2) transduction pathways (sample lesson plan). • Students will use body movement cards to take on a variety of roles in cell communication and pass messages in a mimic of signal transduction pathways.

Teacher Resources

Pathways with Friends — Genetic Sciences Learning Center Teacher Tip Directed by instructional cards, students kinesthetically model cell communication by acting as components in a cell signaling pathway. In General Biology, discus- bit.ly/pathways-with-friends sions of cell signaling are introductory, not mired in the details of signal transduction Classroom Cell Communication — MIT Department of Biology pathways, but introducing the Students act out cell communication using the classroom and desks as cell variety of ways cells exchange and nuclear membranes. bit.ly/classroom-cell-communication information with nearby cells and Cell Signaling — Learn.Genetics their environment. Short video that outlines the basics of cell signaling. bit.ly/cell-communication

Fight or Flight — Learn.Genetics Students will travel inside the body and see how cell signaling brings about physiological changes during the fight or flight response. A play by play script of the movie is included. After watching the movie, the teacher can initiate a student-led class discussion about the movie. bit.ly/fight-or-flight-response

Notes:______

______

32 The Biology Compendium What are living things made of ?

Learning Targets Learning Experiences

34 I can make Students are assessed for prior knowledge and misconceptions related to cell life calculations from a cycles (see resource list for knowledge probes). hands-on activity and illustrate the amount After reviewing print and online sources, students work in groups to generate of time spent in each models of a particular phase of the cell cycle. Models are constructed using phase of the cell paper plates and various art supplies. The members of each group become cycle by a cell. (4) “subject experts” for their respective phase and participate in a Jigsaw activity where new groups are composed of members from each of the phase specific 35 I can use a groups. Members peer teach the details of each cell cycle phase. model to describe

patterns in typical Using calculations made from a hands-on activity, students generate a cell growth and graphic illustrating the amount of time a cell spends in each phase of the cell relate those patterns cycle. Potential activities include video, image, or microscope observations in to the mechanisms which students identify cells in each phase, determine relative abundance, and of cell reproduction estimate amount of time spent in each phase. for growth, differentiation, and repair. (4) Students review videos, animations, or diagrams that illustrate the relationship between the cell cycle and the growth and maintenance of an organism – beginning with a fertilized egg that develops into an organism through repeated rounds of mitosis, followed by further cell division as a part of tissue maintenance and repair. Students communicate comprehension of this process by creating a booklet, poster, presentation, flipbook, or other visual explanation.

Teacher Resources

Probe Strategy Option — Uncovering Student Ideas Vol. 4 (Sample Chapter) Page Keeley. Question based probing strategies are used to assess students’ Misconceptions prior conceptions. The sample chapter specifically addresses cell growth misconceptions. bit.ly/Uncovering-Student-Ideas V Organisms grow by cell division, but the cells do not Cell Cycle Videos — Hudson Alpha Institute for Biotechnology themselves increase in size or Short videos investigate regulation of the cell cycle mass. vimeo.com/channels/alabamacompendium Mitosis Video — Science with the Amoeba Sisters V In the early development Short animated YouTube video that explains mitosis and relates the process of an organism, cells grow in size but the number of cells to growth and repair www.youtube.com/user/AmoebaSisters remains constant. The Cell Cycle — Alabama Science in Motion M8Mitos Students view onion root tip slides and identify the phase of the cell cycle as V In the early development well as explain normal and uncontrolled cell division. of an organism, the organism bit.ly/AMSTI-ASIM grows in size and mass without cell division or cell growth. Cell Cycle & Mitosis Tutorial — University of Arizona Students will participate in an interactive web-based tutorial to learn about All cells in an organism the steps of the cell cycle. Students will identify steps of the cell cycle in an V are largely the same. onion root and learn how to calculate amount of time cells spend in each step. Cells are not organized into bit.ly/cell-cycle-and-mitosis the body structures of the 3D Cell Cycle — Teacher Created organism they are part of. Student will create a 3D model of a part of the cell cycle. www.hudsonalpha.org/compendium

A Field Guide to the Alabama Standards 33 Learning Targets Learning Experiences Teacher Tips In this learning progression, the 36 I can develop a model of Students illustrate chromosome behavior focus is on the cell cycle and chromosome movement and during mitosis using chromosome models how it is necessary for growth can use the model to explain (either preexisting or student-built). The and maintenance in multi- the maintenance of chromo- model should allow students to distinguish cellular organisms. Students some number during mitosis. between replicated and unreplicated will create an effective model, (4) chromosomes. Students extend the model whether two-dimensional or using various items (yarn for spindle three-dimensional, that 37 I can use chromosome depicts the events of the cell fibers, paper plates for animal cells, etc.) to models to illustrate mitosis cycle. Students must be able demonstrate the events and cellular and to explain the role of to use this model to explain processes involved in each stage of mitosis. mitosis in maintaining the importance of the cell populations of cells. (4) The same models allow students to cycle for multicellular organisms. In addition, investigate the impact of errors in the 38 I can use a model to teachers should include process of cell division. demonstrate errors that may information about occur during cell division.(4) Using information they have learned checkpoints during mitosis regarding the process of cell division, and how uncontrollable cell 39 I can identify the growth occurs and results in strengths and limitations of students critique the cell cycle model they cancer. a model in representing the previously developed for learning target #35. cell cycle and cell Based on an assessment of their model’s Teachers should stress to differentiation. (4) strengths and weaknesses, students are students that mitosis only given the opportunity to revise the model. makes (somatic) body cells and that meiosis, which makes gametes (sex cells), will be discussed later.

Teacher Resources The ChromoSock Meiosis Kit can also be used for modeling mitosis. However, the ChromoSocks — Hudson Alpha Institute for Biotechnology instructor manual associated Kit uses socks as model chromosomes to mimic the movement of chromosomes with the kit only describes during cell division. This kit is available for purchase from Carolina Biological, meiosis. Supplemental proto- from Alabama Science in Motion as C4Chromo, and was distributed at GREAT: Cell cols for using ChromoSocks Division workshops in 2014/15. to model mitosis that can be www.hudsonalpha.org/compendium found on the compendium website. Pipe cleaners, pool noodles or yarn can be used to model chromosome movement during mitosis.

Notes:______

______

34 The Biology Compendium What are living things made of?

Learning Targets Learning Experiences Misconceptions V Cells contin- ue reproducing Using web-based interactives, students investigate the pro- 40 I can use throughout the cess of cell cycle regulation, identifying the basic mechanisms, evidence to describe lifespan of the checkpoints, and general categories of signaling factor mole- the internal and individual. external factors that cules (both internal and external). influence cell cycle Cells have no Once students can describe the process of cell cycle regula- V control mechanisms. mechanisms to tion, they engage in activities that explore the consequences of (4) stop cell growth losing control of the cycling process. The goal is for students 41I can use a model or cell division. to relate errors in control mechanisms to uncontrolled cell to compare multiple growth (cancer). pathways to tumor formation. (4) Using a hands-on activity, reading passage, or digital resource (see list), students recognize that cancer-causing alterations to the rate of cell division result from mutations in cell cycle regulatory genes. NOTE: At this point, students have not learned the molecular process whereby DNA mutations lead to disease. Conversations relating cell cycle mutations to cancer should be general and not focus on the details of the mechanism.

Teacher Resources

Cancer as Genetic Disease — Howard Hughes Medical Institute In this video Dr. Charles Sawyers provides an overview of the types of genes that, Teacher Tip when mutated, can lead to the development of cancer. Traditionally, teachers have bit.ly/cancer-genetic-disease used a variety of methods such as posters, flip books, C4 (Collecting Cancer Causing Changes) — HudsonAlpha Institute for Biotechnology and student-developed This kit has students pull colored beads representing specific types of mutations, diagrams for students to allowing students to apply the cell cycle to examine risk of developing cancer. This demonstrate their under- kit is available for purchase through Carolina Biological Supply. standing of the cell cycle. However, to meet the stan- Regulation of the Cell Cycle — HudsonAlpha Institute for Biotechnology dard, students must develop This series of short clips explains cell cycle regulation and the relationship to and use models. This cancer. vimeo.com/channels/alabamacompendium requires students to have more flexibility in the method Cell Division and Cancer — Scitable by Nature.com they use both construct- A reading passage regarding cell division and cancer. ing models and conveying bit.ly/cell-division-and-cancer understandings. Many of the resources included will Cell Biology and Cancer — Learner.org help students investigate the An extensive reading opportunity for students to enhance their knowledge about factors that influence the cell biology and cancer bit.ly/cell-bio-and-cancer cell cycle and inform their developing models. Clay Cell Tumors — Students create clay models of cellular populations to predict the impact of changes in cell cycle regulation that: • result in a loss of contact inhibition • ignore signals to pause the cell cycle for DNA damage detection and repair • lead to persistent signaling for cell growth and division www.hudsonalpha.org/compendium

Cell Cycle and Cancer — Howard Hughes Medical Institute Students will explore the phases, checkpoints, and protein regulators of the cell cycle in this highly interactive animation. bit.ly/cell-cycle-and-cancer

A Field Guide to the Alabama Standards 35

How do living things get and use energy?

Energy is necessary for life processes. How living things get and use energy to power life processes is often challenging for introductory biology students. In focusing on bioenergetics, students build on chemistry and cellular concepts from previous instruction.

42 I can distinguish the components of a 53 I can formulate a scientific question feedback loop and identify the function of about how energy is stored and/or released each. (5) in living systems. (6, 6a, 8) 43 I can predict the characteristics nec- 54 I can relate evidence from an experi- essary for maintaining homeostasis and ment to light absorption and reflection in investigate factors that affect homeostasis in photosynthetic organisms. (6a) living organisms. (5) 55 I can analyze and interpret data from ex- 44 I can develop an answerable scientific periments related to photosynthesis to draw question and plan and carry out an investi- conclusions about the cycling of matter and gation that provides data about homeostasis. energy. (6, 6a, 8) (5) 56 I can build a model of AMP, ADP, and 45 I can use evidence from my investi- ATP and relate the amount of energy avail- gation to explain how negative feedback able to the number of phosphate bonds. (6) mechanisms regulate and maintain a narrow 57 I can collect and analyze data from range of internal conditions in living systems an investigation to explain how energy is among a wide range of external conditions. transferred and used in cells to power life (5) processes. (6) 46 I can revise my model of cell membrane 58 I can compare respiration strategies in function using evidence about active and terms of energy required and energy re- passive transport and feedback loops. (5, 2) leased. (6) 47 I can use a model to illustrate the 59 I can analyze and interpret data from three-dimensional structure of a protein and experiments relating CO2 and O2 in order to relate that structure to the biological func- develop a model summarizing the relation- tion of an enzyme. (1) ship between photosynthesis and respiration. 48 I can compare the activation energy of (6) an uncatalyzed reaction with an enzyme- mediated reaction using a diagram. (1, 6) 49 I can investigate the factors that affect enzyme function and use that data to draw conclusions about the key components of enzyme functionality in living systems. (1, 6) 50 I can collect and analyze data to identify the reactants and products of photosynthesis and respiration. (6) 51 I can use evidence to describe the relationship between photosynthesis and respiration and illustrate that relationship. (6) 52 I can plan and carry out an investigation that provides data to support the premise that light energy is absorbed by pigments during photosynthesis. (6a)

36 The Biology Compendium How do living things get and use energy?

Learning Targets Learning Experiences Misconceptions V Temperature is 42 I can distinguish the com- A thermostat analogy introduces students to regulated by external ponents of a feedback loop and the concept of a feedback loop as a physical factors, i.e. at- identify the function of each. (5) lesson activator. Students then participate mospheric temperature in a feedback role-playing activity, taking on 43 I can predict the and heat leaving pores the various components of a feedback loop. characteristics necessary for of the body. Deeper exploration using hands-on activities, maintaining homeostasis and kinesthetic games, or laboratory activities investigate factors that affect Respiration occurs distinguishes between positive, negative, and V homeostasis in living organisms. in the lungs rather than enzyme-regulated feedback mechanisms and (5) the mitochondria. connects these mechanisms to the way cells 44 I can develop an answerable maintain homeostasis. V Cells do not need a scientific question and plan and way to eliminate waste carry out an investigation that Students design a hypothetical experiment materials to function. provides data about to investigate a feedback mechanism in the homeostasis. (5) organism of their choice. Students commu- 45 I can use evidence from nicate the details of their plan, highlighting Teacher Tip how the experimental conditions impact the my investigation to explain how The teacher negative feedback mechanisms feedback loop and disrupt homeostasis. will provide a regulate and maintain a narrow non-science example range of internal conditions in Once again, students revisit the cell of feedback. Students living systems among a wide membrane model developed as part of should have an range of external conditions. (5) learning targets #25-33. If necessary, revise understanding of the the model to incorporate information related specific terms in the 46 I can revise my model of cell to feedback loops. beginning of the unit. membrane function using Terms include: stimulus, evidence about active and response, effector, passive transport and feedback receptor, and integration. loops. (5, 2)

Teacher Resources

Homeostasis: Negative Feedback Pathways in the Human Turning a Postive Feedback System into a Negative Body: Control Mechanism Activity: Part B: How a Thermostat Feedback System — Teacher Created Works — HHMI Outreach Students create an annotated diagram of a specific This brief activity outlines the mechanisms of a thermostat feedback system and then enhance the diagram to and uses a thermostat as an analogy to biological illustrate negative feedback in the same system. feedback mechanisms. bit.ly/how-a-thermostat-works www.hudsonalpha.org/compendium

Homeostasis: The Effects of Exercise Muscleman: A Surprising Case of Shrinkage Alabama Science in Motion I5homeostasi National Center for Case Study Teaching in Science Students measure changes in temperature of the human This case study is designed to help students develop body before and after exercise. bit.ly/AMSTI-ASIM a deeper understanding of negative feedback regulation. Students are required to develop hypotheses to Active and Passive Transport: explain this side effect and devise ways to test their Red Rover Send Particles Over hypotheses. bit.ly/muscleman-case-study VU Bioengineering RET Program, School of Engineering, Vanderbilt University Hormone Regulation Students will participate in an active learning activity in Biology Encyclopedia which they will act like various particles or part of the cell Reading passage that discusses human hormone membrane to model active and passive transport. regulation and both positive and negative feedback. bit.ly/active-and-passive-transport bit.ly/hormone-regulation

A Field Guide to the Alabama Standards 37 Learning Targets Learning Experiences Teacher Tip Direct students to look specifically at 47 I can use a model to Students explore pre-built or Acetylcholinesterase illustrate the three- student-designed models to and Insulin models in the dimensional structure of a identify the key structural Molecules App and make an protein and relate that struc- components of enzymes and inference if these proteins have ture to the biological function demonstrate the relationship between the same or different functions of an enzyme. (1) the structure and function of the based on their structure. Simply enzyme’s active site. Students viewing the molecules with the app will not meet the learning manipulate the models to mimic the targets. processes of competitive regulation and noncompetitive inhibition.

Teacher Resources

Molecules — Sunset Lake Software This free iTunes® phone or tablet app provides digital models of common enzymes that can be manipulated to observe enzyme structure. bit.ly/sunset-lake-molecules

Amino Acid Starter Kit — 3D Molecular Designs Uses flexible toobers and amino acid clips to model protein folding. This kit was distributed during GREAT® workshops 2012/14 and is available as part of the Designer Enzymes Kit from ASIM – M2DesEnz. bit.ly/AMSTI-ASIM

Notes:______

______

38 The Biology Compendium How do living things get and use energy?

Learning Targets Learning Experiences

48 I can compare the Students explore pre-built or student-designed models to identify the key activation energy of an structural components of enzymes and demonstrate enzymes that are not uncatalyzed reaction with an consumed by the reaction they mediate. enzyme-mediated reaction using a diagram. (1, 6) Students then analyze a diagram showing how, compared to an uncatalyzed reaction, enzymes lower the energy of activation required for a reaction to 49 I can investigate the proceed. This concept is reinforced through a role play activity simulating factors that affect enzyme enzyme functionality. function and use that data to draw conclusions about the Through a series of laboratory experiments, students discover how factors key components of enzyme that alter protein structure (i.e., temperature, pH, substrate concentration, functionality in living salinity, etc.) impact the way enzymes function. These concepts are explored systems. (1, 6) within the context of living systems.

Teacher Resources

Enzyme Role Play — (groups of four students) Two an additional substrate can produce more color change, students will be assigned the role of substrates, third because the enzyme is not consumed. student will serve as the enzyme, and fourth student • Peroxidase demo: Peroxidase can be collected from will serve as the timekeeper. During the first round, liver or potato extract. Show that the addition of H2O2 the two substrates wander around the room and will (hydrogen peroxide) causes bubbling. Once new bubbles not avoid nor seek each other. The timekeeper will cease forming, show students that adding additional stop the timer when the substrates run into each substrate causes new bubble formation, indicating the other. Time at which they meet should be recorded enzyme remains active. by timekeeper. In the second round, the substrates • Salivary amylase versus saltine cracker demo: Have repeat the action from round one, but in the second students chew on a plain saltine cracker until the round, the enzyme will take the arm of one sub- cracker begins to taste sweet. Explain the action of strate and pull it toward the other substrate thereby salivary amylase is breaking starch into mono and “bringing them together” at a faster rate. Once the disaccharides. Ask if the same would happen given a substrates are together, the timer stops and time is new cracker, illustrating that the enzyme is not recorded. All group members should compare the consumed by the reaction. non-enzyme mediated time with the enzyme mediat- • Extract peroxidase from turnip root and measure ed time. Debrief activity using enzyme vocabulary. activity under several experimental conditions using a spectrophotometer. bit.ly/measure-enzyme-activity Toothpick-ase: An Introduction to Enzymes Biology Junction Strategy for Teaching Enzymes An activity in which students (the enzymes) break NMSI Laying the Foundation Lesson: Pool Noodle models toothpicks (substrates), under differing conditions to are used to simulate enzyme function. simulate enzyme action and factors affecting them. bit.ly/toothpickase Experimental Design Diagram — Teacher Created Teacher-created diagram that scaffolds students’ Enzymes — Alabama Science in Motion L1Enzymes planning scientific investigations and can be used with The lab provides three activities to determine the any experimental design. effect of pH, substrate concentration, and www.hudsonalpha.org/compendium temperature on enzyme action. bit.ly/AMSTI-ASIM Enzymes — Alabama Science in Motion M2DesEnz Sample Enzyme Lab Experiments: Foam models illustrate enzyme-substrate interactions • Alkaline phosphatase and PNPP (these reagents and competitive and noncompetitive inhibition. Available are commonly used in the AP Biology Enzyme for purchase from 3D Molecular Designs. Inhibition lab): Demo purpose is to show that adding bit.ly/AMSTI-ASIM

A Field Guide to the Alabama Standards 39 Learning Targets Learning Experiences Misconceptions V Substances in soil are food 50 I can collect Students begin this photosynthesis and respi- for plants. and analyze data to ration content sweep by answering the question identify the reactants “Where does the mass of a tree come from?” They V Plants have multiple food and products of then watch an online video, pausing at multiple sources, not just the sugars photosynthesis and points to revise their original answer if necessary. they make from water and car- respiration. (6) bon dioxide. Students return to prior conversations about 51 I can use Food enters a plant cellular organelles (learning target #20), focusing V evidence to describe through the roots. on how the unique structure of mitochondria and the relationship chloroplast allow for the cycling of matter and the between V Plants make sugars from flow of energy. Previously constructed photosynthesis and minerals or minerals and water. mitochondria and chloroplast models help anchor respiration and these conversations. Plants get organic food illustrate that V substances such as carbohy- relationship. (6) drates or protein from the soil. Students analyze data to determine the relationship between CO2 and O2 in photosynthesis and V Plants photosynthesize respiration, recognizing that the reactants of one only during the day and plant process are the products of the other. Data may cellular respiration occurs only be provided or student-generated from a number at night. of different sources. Students create a diagram that shows the relationship between V Carbon fixation occurs only photosynthesis and respiration. at night.

Teacher Resources Teacher Tips This approach is profoundly different Alien Gases — Teacher Created from the way these topics have Student use their own breath, elodea, and bromothymol blue to explore traditionally been broached in the relationship between the reactants and products of photosynthesis and biology classrooms. Traditional cellular respiration. The scenario involves investigating an alien life form. instruction in photosynthesis and respiration has revolved around Student handouts and teacher resources can be found in the resources. teacher and text-based explanation www.hudsonalpha.org/compendium of these phenomena. Mastering this standard will require students to have Where Does the Mass of a Tree Come From? — Veritasium YouTube® channel multiple opportunities to observe and Introduce photosynthesis using Veritasium YouTube video. Prior to showing collect data about the phenomena. The video, pose the video title question and have students write their responses. teacher’s role should largely center Stop the video at multiple points to allow students to respond to the ques- around sense-making conversations, tion from the video and revise their original responses. quality questioning, and supplying needed vocabulary after those learning bit.ly/mass-of-a-tree experiences.

The aquatic plant Elodea is often used to visualize gas formation in photosynthesis. The gas produced is Notes: not pure oxygen, as often claimed. As ______photosynthetic oxygen dissolves, some of the nitrogen comes out of solution. ______Bubble formation on leaves submerged in water is not always caused by photo- ______synthesis. If the water is cold, bubbles form on leaves as the water warms and gases become less soluble. ______bit.ly/teaching-plants

40 The Biology Compendium How do living things get and use energy?

Learning Targets Learning Experiences

52 I can plan and Students engage in a series of activities focused on the function of energy (in the carry out an investiga- form of light) in the process of photosynthesis and the way plants capture this energy. tion that provides data A flashlight and prism – or image of light passing through a prism – reminds to support the premise students that visible light is composed of a spectrum of various wavelengths of light. that light energy is Building on this prior knowledge, students examine a simplified image of photosyn- absorbed by pigments thesis and write about the relationship between the light spectrum and photosynthe- during photosynthesis. sis. Students revisit this entry after further experimentation and conversation. (6a) Laboratory activities highlight the role of plant pigments in photosynthesis 53 I can formulate (see resources). Before beginning the lab, students review an image of the a scientific question electromagnetic radiation spectrum. After analyzing the results of the experiments, about how energy is students return to this image and predict which wavelengths are involved in the stored and/or released process of photosynthesis. in living systems. (6, 6a, 8) A number of investigation strategies are available to help students comprehend the 54 I can relate role of pigments in the process of photosynthesis. Several are listed in the resource evidence from an list and educators are encouraged to use available materials and equipment for experiment to light student experimentation. If students perform individualized small group absorption and reflec- experiments, provide opportunities for students to share results with classmates. tion in photosynthetic organisms. (6a) After completing these activities, students reexamine their initial response to the 55 I can analyze and prism question, refining their explanations to reflect a deeper understanding of the interpret data from role of light in photosynthesis. experiments related to photosynthesis to draw Investigate plant pigments using common pigment extraction activities. Alternatives conclusions about the include chromatography of pen ink as a model for pigment chromatography. Pigment cycling of matter and extraction lab options are included in the resource list. energy. (6, 6a, 8) Allow the students an opportunity to reexamine their initial response to the prism question. Students should refine their explanations, demonstrating a deeper understanding of the role of light in photosynthesis.

See Teacher Resources on page 32

Teacher Tips Misconceptions While plant pigments are the focus of the standard, students may use a wide variety of experimental V Plants reflect all green wavelengths of light methods and easily available materials to elucidate and therefore use no green light energy for the relationship between plant pigments and light absorption photosynthesis. and reflection. Several sample labs are included, but teachers are reminded that helping students ask scientifically testable Plants use oxygen during photosynthesis. questions is a major goal of this standard and doing so does V not require sophisticated lab equipment. V Water is food for plants. Some accessory pigments absorb green wavelengths of light and pass this energy to chlorophyll. These nuances of pigment V Water is food for animals. function are outside the scope of the standard, but may come in student experimentation and questioning. V Food is a source of energy but not a source of building materials.

A Field Guide to the Alabama Standards 41 Teacher Resources

Sample student experimentation options Factors that Affect Photosynthesis • Investigate the role of color in heat absorption Alabama Science in Motion K7Factor using dark and light colored construction paper, Students observe aquatic plants in solutions and thermometer or temperature probe, and a lamp. use bubble counts or probeware to compare light Tabulate and graph resulting data. Generalize this intensity to rate of photosynthesis. data to explain the role of photosynthetic pigments in bit.ly/AMSTI-ASIM plants in capturing energy from the sun. • Display variegated plants such as Coleus using Light, Dark, Does It Really Matter: Examining the actual plants or images. Prompt students to propose Factors of the Light Reaction which portions of the leaf are able to “do photosyn- NMSI Laying the Foundation Lesson thesis.” Ask: Does this process only occur in the Students investigate factors that affect the light green area? Students design an experiment to verify reaction of photosynthesis. They also model the their claim. process of the light reaction. • Investigate plant pigments using common pigment extraction activities. Alternatives include Calvin Cycle: The Musical chromatography of pen ink as a model for pigment American Biology Teacher chromatography. Pigment extraction lab options Using the theme to the Brady Bunch, students role included in the resource list. play and sing along to the Calvin cycle. The emphasis is on visualizing carbon fixation, not on Picking out Pigments memorizing chemical equations. NMSI Laying the Foundation Lesson bit.ly/calvin-cycle Design and conduct an experiment to test the affinity of certain pigments to specific solvents.

Chromatography Alabama Science in Motion K6Chroma Learn the scientific technique of paper chromatography and use it to separate a mixture of leaf pigments. Students will observe the pigments that give a leaf its color. bit.ly/AMSTI-ASIM

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42 The Biology Compendium How do living things get and use energy?

Learning Targets Learning Experiences

56 I can build a model of Students turn their attention to the process of cellular AMP, ADP, and ATP and relate respiration, specifically its role in generating ATP, the the amount of energy energy “currency” of the cell. Students develop and use a available to the number of simple model of an ATP molecule to discover energy is stored phosphate bonds. (6) in the bonds between the phosphates and released when those bonds are broken. With this knowledge, students 57 I can collect and analyze perform an experiment (or use existing data) that investigates data from an investigation to various factors that affect the rate of cellular respiration. explain how energy is transferred and used in cells to power life processes. (6)

Teacher Resources

ATP Pop Gun Cricket Respiration EllenJMcHenry.com NMSI Laying the Foundation Lesson Using cardboard, paper template, and spring from a This lesson provides the students an opportunity to retractable pen, students create a toy that shoots phos- investigate how changes in temperature affect phate groups. bit.ly/ATP-Pop-Gun respiration rates in crickets.

Paper ATP Model Instructions Yeast and Aerobic Respiration Students will construct a model of ATP along with an- NMSI Laying the Foundation Lesson swering questions that pertain to the structure and func- Students will determine the concentration of tion of ATP. bit.ly/Paper-ATP-Model molasses that will yield the greatest rate of fermentation by yeast cells. Students will make a BioBeads hypothesis and then evaluate the validity of that Teacher Created hypothesis based on collected data. Yeast suspended in alginate will be used in student-designed respiration experiments. Yeast in Anaerobic Respiration Sample teacher resources can be found at Alabama Science in Motion G2Yeast www.hudsonalpha.org/compendium This lab uses yeast to demonstrate what happens during aerobic and anaerobic respiration. Students measure CO2 gas production in a fermentation tube. bit.ly/AMSTI-ASIM

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A Field Guide to the Alabama Standards 43 Learning Targets Learning Experiences

58 I can compare respiration Working as an entire class, students explore the details of cellular respi- strategies in terms of energy ration more deeply. Using diagrams, animations, and video clips, students required and energy released. walk through the step of glycolysis, the intermediate step, the Krebs cycle, (6) and electron chain transport. Along the way, they track the inputs and outputs of each stage.

In comparison, students step through anaerobic respiration, tracking reactants and products and highlighting the differences.

Teacher Resources

The $1,000,000 Gumball — Teacher Created Detailed analogy of exchange rates and tenders used to elaborate cellular energy transfer. www.hudsonalpha.org/compendium

Learning Targets Learning Experiences

59 I can analyze and Through hands-on activities, manipulating atomic models, and interpreting interpret data from experimental data, students demonstrate the cycling of matter between experiments relating CO2 photosynthesis and respiration. This includes the cycling of oxygen (between CO2 and O2) as well as of carbon (between CO2 and C6H12O6). and O2 in order to develop a model summarizing the Students return to the diagram they created as part of learning target #51, relationship between showing the relationship between photosynthesis and respiration. Having photosynthesis and now explored both processes more fully, they should be able to add respiration. (6) additional details to the diagrams.

Teacher Resources

Plants and Energy Alabama Science in Motion M13PlantEn This activity uses snails and elodea to demonstrate the cycling of CO2 and O2 through the processes of photosynthesis and respiration. Options for using native, non-invasive snail species are currently available. bit.ly/AMSTI-ASIM

44 The Biology Compendium

How does DNA control traits in living things?

The traits of living things are ultimately determined by inherited sequences of DNA. In this content progression, students will investigate how the information encoded in DNA impacts the functionality of protein products formed. Explicit links between DNA sequences and traits of organisms are highlighted as well as more modern understandings of the complex nature of gene expression and regulation. This content progression also introduces common complex traits, those that are controlled by multiple genetic and environmental factors and complex interactions between those factors.

60 I can identify the structural components 70 I can use data to support the concept within a model of DNA including monomer that changes in DNA impact protein function units and hydrogen bonds. (1) in predictable ways. (3, 3c) 61 I can cite and evaluate evidence that 71 I can categorize types of mutations and supports Watson and Crick’s model of the use a model to show how changes in DNA double helix structure of DNA. (3a) can result in changes in protein function. 62 I can annotate a diagram of the Central (3, 3c) Dogma of Biology to include relevant discov- 72 Based on my understanding of the Cen- eries and their implications on the under- tral Dogma of Biology, I can predict how spe- standing of the Central Dogma. (3a, 3b) cific changes in DNA (both large scale and 63 I can use models to demonstrate how small) will impact protein function. (3, 3c) information encoded in DNA leaves the 73 I can interpret the impacts of DNA nucleus.(3) changes using lab techniques such as gel 64 I can use a model to identify patterns in electrophoresis, PCR, or computer-based transcription and infer the impacts of any resources such as NCBI. (3, 3a, 3c) errors. (3) 74 I can evaluate the major findings of 65 I can compare and contrast the function- research projects such as the Human ality of multiple types of RNA and relate that Genome Project, ENCODE, and the 1000 function to protein synthesis. (3,3b) Genomes Project and modify my working definition of “a gene” based on the findings 66 I can use a model to illustrate how of those projects. (3b) mRNA serves as a template for building a polypeptide chain and how other types of 75 I can explain gene expression in terms of RNA are utilized in the process. (3, 3b) genes being “turned on or off” and in broad terms identify the factors that influence gene 67 I can use a codon chart to determine expression. (3b) the sequence of amino acids (polypeptide chains) that will be built from a given mRNA 76 I can communicate the impact of mod- sequence. (3, 3b) ern genome research projects on our understanding of gene structure and function, 68 I can use a model to explain protein using multiple modes. (3a, 3b) folding in terms of the rules of chemistry and physics to describe how the folding of the 77 I can explain common complex disease protein affects its function. (1, 3) in terms of genetic and environmental interactions. (3b, 11c) 69 I can relate the levels of protein structure to the final three-dimensional shape and 78 I can analyze multiple types of evidence functionality of the protein. (1, 3) to draw conclusions about an individual’s risk for common complex disease. (11c)

45 Learning Targets Learning Experiences Misconceptions

60 I can identify the Students build from scratch or work V Some living things do not structural components within with previously constructed models have DNA. a model of DNA including of DNA to identify the key structural monomer units and hydrogen components of the molecule: V Each DNA molecule is bonds. (1) • Nitrogenous bases made of more than one • Deoxyribose chromosome. • Phosphates • Hydrogen bonding between the V Genes are sequences of paired nucleotides across the amino acids. DNA strand V DNA is made of protein. Proteins are made of DNA.

Teacher Resources

Tour of the Basics: What is DNA? Genetic Sciences Learning Center This is an online tutorial that highlights the basic structure of DNA. Students read through text and watch informative animations on DNA basics and how genes on DNA are expressed. bit.ly/what-is-DNA

Watson Models Base Pairs Howard Hughes Medical Institute Video clip of Watson explaining the use of models to illustrate DNA base pairing rules. bit.ly/watson-models-base-pairs

DNA Model Alabama Science in Motion D19DNAmod Students build a DNA stick model to understand the chemical components and molecular structure of DNA and their functions. The models also show nucleotide base pairing and can be used to demonstrate replication. bit.ly/AMSTI-ASIM

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46 The Biology Compendium How does DNA control traits in living things?

Learning Targets Learning Experiences

61 I can cite and Using a variety of sources (web-based timelines, original publications, evaluate evidence that documentaries, and interviews), students explain how the following his- supports Watson and Crick’s torically important experiments helped scientists determine the molec- model of the double helix ular structure of DNA and develop the concept of the Central Dogma of structure of DNA. (3a) Biology. • Miescher – discovers DNA 62 I can annotate a diagram • Chargaff’s rule – % of A & T’s are equal, of the Central Dogma of therefore G & C are equal Biology to include relevant • Hershey/Chase experiment – discoveries and their implica- DNA is the genetic material, not protein tions on the understanding of • Rosalind Franklin – photo 51 the Central Dogma. (3a, 3b) • Watson/Crick – double helix structure of DNA • Griffith Misconceptions • Avery, McCarty, and MacLeod V The limiting factor for This activity reinforces the concept that scientific knowledge builds upon obtaining medically useful previously identified findings. genetic information is based upon the speed and/or cost of Students communicate their grasp of these experiments and their results genome sequencing. by imagining how scientists would communicate these findings across today’s social media platforms such as Facebook, Twitter, Snapchat, V Once a mutation has been Instagram, etc. Students create hypothetical pages, tweets, feeds, snaps, identified, there is the or boards as if the scientists were describing their experiments, findings capability of having it “fixed.” and implications of their research. V All genetic tests are Students annotate a simplified Central Dogma diagram, including how equally reliable and precise. each major experiment contributed to the overall concept. Students share the reasoning behind their annotations with other members of the class.

Teacher Resources

Tour of the Basics: What is a gene? — Genetic Sciences learning Center This is an online tutorial that highlights the basic structure of DNA. Students read through text and watch informative animations on DNA basics and how genes on DNA are expressed. bit.ly/what-is-a-gene

Tour of the Basics: What is a protein? — Genetic Sciences Learning Center This online tutorial highlights the basic structure of DNA. Students read through text and watch informative animations on DNA basics and how genes within DNA are expressed. bit.ly/what-is-a-protein

Progress of Science — HudsonAlpha Institute for Biotechnology In this online timeline, students browse the discoveries of biotechnology, connect those discoveries with the events of today, and follow the path of new ideas and theories in biotechnology. timeline.hudsonalpha.org/

The Double Helix Video — Howard Hughes Medical Institute This video describes the story of the scientists that are credited with the discovery of the structure of DNA. bit.ly/double-helix-video

A Field Guide to the Alabama Standards 47 Learning Targets Learning Experiences

63 I can use models to Students explore the purpose and process of transcription using models or demonstrate how information print or online resources in order to assemble their own conceptual model encoded in DNA leaves the of how information encoded in DNA leaves the nucleus. nucleus.(3) Using Post-It notes or a word bank of transcription-related terms, students 64 I can use a model to iden- work in groups to assemble a concept map that illustrates the order of this tify patterns in transcription process. Through discussion, students agree upon a brief description of and infer the impacts of any what occurs during each step of transcription and add that to the concept errors. (3) map. 65 I can compare and contrast the functionality of More detailed mechanisms of transcription are described using models, multiple types of RNA and animations, or videos. Students check their understanding of the process relate that function to protein through a various assessment strategies (Q&A, reflective writing, synthesis. (3,3b) synthesizing a new model, etc.).

The end product of transcription is always a molecule of RNA, but the process produces many different types of RNA with varying functions. Students use print and digital resources to compare and contrast the multiple types of RNA produced by a cell, highlighting not only the RNAs involved in protein synthesis (mRNA, tRNA, and rRNA), but also those associated with gene regulation (e.g. lncRNA, miRNA, siRNA) and post-transcriptional modification (snRNA).

Teacher Resources Misconceptions NOVA: RNAi — NOVA Teachers V The information in the DNA molecules of a human does The RNAi video introduces the workings of not affect the physical characteristics of the human. multiple components of protein synthesis using an animated analogy. V Genes do not contain heritable information. bit.ly/NOVA-RNAi V One gene determines one characteristic. Protein Synthesis Manipulative V One set of alleles is responsible for determining each Alabama Science in Motion M5ProSynM trait; there are only two different alleles (dominant and This hands-on activity uses manipulatives recessive) for each gene. to address base pairing rules, transcription, translation, molecular V A dominant trait is the most likely to be found in the interactions, interpretation of a codon population. chart, and the structure and function of V Your genes determine all of your characteristics. DNA and RNA. bit.ly/AMSTI-ASIM

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48 The Biology Compendium How does DNA control traits in living things?

Learning Targets Learning Experiences

66 I can use a model to Students turn their focus to the process of translation, investigating the illustrate how mRNA serves as mechanism of protein synthesis. Models and print and online resources a template for building a allow students to expand their previously assembled concept map to include polypeptide chain and how how the information transcribed from DNA into RNA determines the amino other types of RNA are utilized acid sequence of proteins. in the process. (3, 3b) Students use a codon chart/wheel to predict the sequence of amino acids 67 I can use a codon chart that would be translated from a stretch of mRNA. Various web activities or to determine the sequence worksheets assist students in grouping mRNA into codons and identifying of amino acids (polypeptide the amino acid associated with each codon. chains) that will be built from a given mRNA sequence. (3, 3b) Students evaluate their knowledge of the Central Dogma of Biology by transcribing the information contained in a segment of DNA and translating Teacher Tip the resulting RNA molecule into a polypeptide chain. Students frequently have trou- ble distinguishing from a gene mutation and a chromosome mutation/abnormality.

Teacher Resources

Genes and ConSEQUENCES (Part 1) HudsonAlpha Institute for Biotechnology Misconceptions Students compare a gene sequence and the steps of protein synthesis, V Any change in DNA results comparing the outcome of a healthy individual and a symptomatic patient. in a disease state. Students will record their findings in a paper manipulative and compare DNA sequences using modern research databases. This kit is available from Ala- V All mutations impact bama Science in Motion D13BioInfo, and for purchase from Carolina Biologi- protein function negatively. cal. bit.ly/AMSTI-ASIM Protein Synthesis Manipulative Alabama Science in Motion M5ProSynM Working in small groups, students use manipulatives to work through the steps of protein synthesis. Magnetic pieces are included so that the teacher may demonstrate at the board. bit.ly/AMSTI-ASIM Protein synthesis animations: bit.ly/protein-synthesis-animations bit.ly/making-proteins

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A Field Guide to the Alabama Standards 49 Learning Targets Learning Experiences

68 I can use a model to To become a functional protein, a translated chain of amino acids must explain protein folding in be folded into a specific three-dimensional shape. Students create and terms of the rules of manipulate polypeptide models to demonstrate that a protein is a “linear chemistry and physics to sequence of amino acids that spontaneously folds following rules of describe how the folding of chemistry and physics.” the protein affects its function. (1, 3) Illustrations and models are categorized by students to identify primary, secondary, tertiary, and quaternary levels of protein structure. Students 69 I can relate the levels of examine in detail a specific protein (such as hemoglobin, collagen, or protein structure to the final insulin) to show how the levels of protein structure relate to the protein’s three-dimensional shape and overall function. functionality of the protein.

(1, 3) Returning to prior learning about enzymes (learning targets #47-49), students relate protein structure to enzyme function and discuss the causes and impacts of protein denaturation on both enzymes and structural proteins.

Teacher Resources

Simple protein models can be constructed using colorful plastic beads and floral wire or pipe cleaners. These protein models can be stored and used multiple times throughout the course. Amino Acid Starter Kit — 3D Molecular Designs Students will practice protein folding by placing amino acids models in various locations on a flexible foam toy. Toobers and Tacks — 3D Molecular Designs Students explore how the chemical properties of the 20 amino acids determine the final shape of a protein. Designer Enzymes — Alabama Science in Motion M2DesEnz Students explore the roles of proteins in living organisms, by designing an enzyme to perform a specific function. bit.ly/AMSTI-ASIM

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50 The Biology Compendium How does DNA control traits in living things?

Learning Targets Learning Experiences

70 I can use data to support Students return to the principles of the Central Dogma but through the lens the concept that changes in of genetic variation and its potential effects. Through a series of activities, DNA impact protein function they classify types of DNA changes (deletions, insertions, and substitutions) in predictable ways. (3, 3c) and identify the impact of those changes on the structure and/or function of the resulting amino acid sequences. 71 I can categorize types of mutations and use a model Similarly, when presented with a specific alteration in a protein’s structure to show how changes in DNA or function, students can evaluate the Central Dogma “in reverse,” can result in changes in generating an evidence-based hypothesis that predicts the causative protein function. (3, 3c) change in the DNA sequence. 72 Based on my understanding of the Students extend their learning and link DNA changes to observable traits Central Dogma of biology, in the natural world. With respect to human health, a causal relationship is I can predict how specific demonstrated between certain genetic variants and disease, providing changes in DNA (both large students the opportunity to analyze a variety of diagnostic techniques that scale and small) will impact identify genetic variation in a clinical setting. Where useful, students protein function. (3, 3c) incorporate data from publicly available research tools such as NCBI. 73 I can interpret the impacts of DNA changes NOTE: the focus of this exercise is linking genetic change to altered protein using lab techniques such as function and the appearance of a different trait or disease. Details regard- gel electrophoresis, PCR, or ing inheritance patterns are outside the boundary of these conversations. computer-based resources Utilize paper simulations, web-based simulations, animations, video, or lab- such as NCBI. (3, 3a, 3c) oratory activities involving DNA sequencing, PCR, and gel electrophoresis to familiarize students with each process. Gel electrophoresis simulations can range from determining paternity to criminal identification. PCR simulations should show how genes are amplified for research. Teacher Tip DNA sequencing simulations show how genes are located and analyzed. A variety of paper electrophoresis Explain how common laboratory techniques (described above) are used to activities are freely available from the obtain evidence that supports the premise that DNA Internet. changes may affect proteins and in turn the appearance of traits.

Teacher Resources (see page 42)

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A Field Guide to the Alabama Standards 51 Teacher Resources

Alien DNA — Teacher Created Transcribe a given DNA sequence into RNA, then translate the RNA into amino acids. The amino acid sequences will be used to determine various alien traits listed in the activity. Students draw or construct an alien from their traits. Student handouts and teacher materials available on the compendium website. www.hudsonalpha.org/compendium

DNA Virtual Labs and Animations — Genetic Sciences Learning Center Students visit the websites to watch videos or participate in virtual labs to learn about DNA and the Central Dogma. bit.ly/protein-synthesis-animations

How Do Cells Make Protein? — PBS for Teachers This web-based interactive illustrates the steps of the Central Dogma. bit.ly/cells-make-proteins

Genes and ConSEQUENCES (Part 2) — HudsonAlpha Institute for Biotechnology Students will complete a gene sequence and the steps of protein synthesis, comparing the outcome for a healthy individual and a symptomatic patient. Students will record their findings and compare DNA sequences using NCBI. This kit is available from Alabama Science in Motion D13BioInfo and for purchase from Carolina Biological. bit.ly/AMSTI-ASIM

Transcribe and Translate a Gene — Genetic Sciences Learning Center This web-based, interactive animation illustrates the mechanisms of transcription and translation. http://bit.ly/protein-synthesis-animations

Musical PCR — Teacher Created Students use music and paper models to simulate how polymerase chain reaction (PCR) works. www.hudsonalpha.org/compendium

HNPCC — HudsonAlpha Institute for Biotechnology Students trace colon cancer in a family pedigree, then use gel electrophoresis to test family member samples for the presence of an MHS2 mutation. Available from Alabama Science in Motion D8Cancer or for purchase from Carolina Biological. bit.ly/AMSTI-ASIM

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52 The Biology Compendium How does DNA control traits in living things?

Learning Targets Learning Experiences Teacher Tips 74 I can evaluate the major Students revisit and expand the time- Students should be line created for learning target #61, introduced to gene findings of research projects sequencing and the exploring multiple sources (web-based such as the Human Genome advances that have taken Project, ENCODE, and the timelines, original publications, docu- place since the 1000 Genomes Project and mentaries, and interviews) to compare introduction of the Human modify my working definition several genetic “Big Science Projects” Genome Project. A plethora of “a gene” based on the find- conducted in the last thirty years. A of brief video resources are ings of those projects. (3b) sampling of these projects includes: available that present this topic at an introductory level. 75 I can explain gene ex- • The Human Genome Project pression in terms of genes • The International Hap Map *Fast gels are commercially being “turned on or off” and • The ENCODE Project available and can also be in broad terms identify the • The Cancer Genome Atlas used to complete this activity. factors that influence gene • The 1000 Genomes Project expression. (3b) Alkaptonuria and HNPCC • ClinVar and ClinGen activities listed here are also • The Exome Aggregation Consortium 76 I can communicate the applicable in the learning progression for standard 11c. impact of modern genome Students explain how data from these research projects on our projects changed the definition of a understanding of gene “gene” and increased the ability to structure and function, using assess the impact of DNA variation in multiple modes. (3a, 3b) a trait or disease.

Teacher Resources

Progress of Science Timeline Activities DNAi: Timeline DNA Science from Mendel to Today This informative timeline highlights major historical research findings and summarizes their contribution to the broader understanding of DNA and genetics. www.dnai.org/timeline/

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A Field Guide to the Alabama Standards 53 Learning Targets Learning Experiences

77 I can explain common To conclude this molecular genetics content sweep, students investigate complex disease in terms of the complex interactions between genetic and environmental risk factors in genetic and environmental common disease such as diabetes, Parkinson’s disease, heart disease, and interactions. (3b, 11c) cancer. Student misconceptions related to the cause of common disease are identified and challenged using case studies, games and simulations, 78 I can analyze multiple patient blogs and scientific publications. These activities allow students types of evidence to draw to categorize factors that incrementally increase risk, but by themselves conclusions about an are not solely responsible for disease onset. Students compute an overall individual’s risk for common disease likelihood based on the aggregation of inherited and complex disease. (11c) environmental risks and determine whether the comprehensive risk for an individual is high enough to justify preventative care, increased disease screening, or other clinical actions. Students use this information as a backdrop for conversations about the ethical, social, and legal implications of genetic testing and clinical decision-making.

Teacher Resources

Diabetes in the Family: A Case Study to examine the risk factors for developing diabetes including inherited, behavioral, and environmental factors Students will use a real case study to analyze genetic traits for diabetes by analyzing data and determining risk factors. bit.ly/family-diabetes

Touching Triton® — HudsonAlpha Institute for Biotechnology Students analyze genetic variants, family history, and medical records and make medical packing decisions for crewmembers embarking on a 20-year space mission. This web-based serious module provides specific within-game instruction on environmental and genetic risk factors. triton.hudsonalpha.org/

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54 The Biology Compendium

How do living things pass traits to their offspring?

Building on a greater understanding of DNA structure and function, this content progression addresses the behavior of DNA before, during, and after meiosis and introduces Mendelian inheritance patterns. Many inheritance concepts were introduced in the study of molecular inheritance but are investigated in much greater detail here. 79 I can use a model to relate key features of 93 I can summarize the investigations DNA (antiparallel strands, complementary performed by Gregor Mendel and relate the bases, and hydrogen bonding) to the importance of these experiments in the field of mechanisms of DNA replication. (1, 3b) genetics. (11, 11b) 80 I can use a model to investigate the 94 I can analyze trait data from multiple process of semi-conservative replication and generations to support Mendel’s conclusions compare the leading strand to the lagging about inheritance. (11, 11b) strand. (3, 4) 95 I can use models, diagrams, and/or text to 81 From that model, I can draw conclusions connect Mendel’s laws of inheritance to the about errors that occur during replication. (3c) biological processes of meiosis. (11, 11b) 82 I can develop a model of a replicated and 96 I can distinguish between homozygous and non-replicated chromosome to compare their heterozygous allele pairs and relate these to structure and use scientific vocabulary to phenotype. (11, 11b) describe chromosome structures. (4, 12) 97 I can use a model to determine potential 83 I can compare and contrast mitosis and gametes from parental genotype and develop a meiosis in terms of chromosome number and Punnett square to predict inheritance outcomes. number of daughter cells and in comparison to (11, 11b) the precursor cell. (12) I can annotate a Punnett square, identifying I can develop a model of chromosome 98 84 maternal and paternal gametes, and use movement at multiple points during meiosis mathematics to explain the predicted outcomes. and use the model to determine when cells are (11, 11a) haploid and diploid. (12) I can observe traits in offspring and use I can identify when crossing over occurs 99 85 knowledge of inheritance patterns and Punnett and can explain the significance of crossing over in genetic variation. (12) squares to infer parental genotypes. (11, 11a) 86 I can compare and contrast the genetic 100 I can use probability to predict the likelihood makeup of cells before meiosis, after meiosis, of specific offspring given parent traits and and after fertilization. (12) inheritance pattern. (11, 11a) 87 I can evaluate meiosis models, comparing 101 I can distinguish modes of inheritance by them to the biological process, and identify comparing parental and offspring traits and strengths and weaknesses of the model. (12) ratios. (11, 11c) 88 I can use meiosis models to explain the 102 I can apply concepts of inheritance to ex- phenomena seen in a simple pedigree. (12) plain patterns seen in pedigrees, offspring ratios, and trait prevalence in a population. (11, 11c) 89 I can describe the impacts of nondisjunction and relate the timing of nondisjunction to chro- 103 I can analyze data to find inheritance mosome number in the gametes that form. (12) patterns and explain those patterns in terms of incomplete dominance, co-dominance, 90 I can use models to demonstrate a variety of chromosomal changes such as deletions, multi-allelic, and polygenic traits. (11, 11b) insertions, inversions, translocation, and 104 I can identify non-genetic factors that may nondisjunction. (3c, 12, 12a) impact expressed traits. (11c) 91 I can interpret karyotypes to identify 105 I can collect and analyze data on traits chromosomal changes and related genetic within a population to identify patterns within disorders as well as describe the limitations expressed traits in a population. (11) of karyotyping. (12a) 106 I can mathematically calculate the 92 I can differentiate genetic disorders in humans probability of expressed traits of offspring, given in terms of errors of meiosis, either large scale parental traits and an understanding of (chromosomal) or small scale (point mutations). inheritance patterns. (11) (3c, 12, 11c) 55 Learning Targets Learning Experiences Teacher Tips 79 I can use a model to In the previous section, students Students need to use relate key features of DNA focused on the cellular processes models from previous (antiparallel strands, that convert the DNA blueprint into activities. Models can be complementary bases and the final products associated with a made from beads, candy, paper manipulatives, etc. hydrogen bonding) to the specific trait. The following activities illustrate how these DNA instructions mechanisms of DNA Students can identify parts replication. (1, 3b) are replicated and passed from parent of the model by labeling to offspring, segregating traits across the model, making a key or generations in a mathematically sketching parts on paper. predictable manner.

Returning to the models used in learning target #60, students identify the structural components of DNA that play a role in replication, with a special emphasis on how the 5’ and 3’ orientation of DNA nucleotides results in the antiparallel nature of DNA. Stu- dents also are reminded of the complementarity nature of nitrogenous bases and how hydrogen bonding holds complementary bases together across the two DNA strands.

Teacher Resources

Use previously made models to identify the features of DNA mentioned in learning target #80.

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56 The Biology Compendium How do living things pass traits to their offspring?

Learning Targets Learning Experiences

80 I can use a model to Students explore the process of semi-conservative DNA replication investigate the process of using a combination of models, diagrams, animations, and videos. semi-conservative Students demonstrate comprehension through various informal assess- replication and compare the ment methods such as: leading strand to the lagging • creating a cartoon, storyboard, sketch, or role play strand. (3, 4) • manipulating a model of DNA to step through semi-conservative replication 81 From that model, I can Student work should identify and describe the function of molecules draw conclusions about required for replication (e.g. single strand binding proteins, helicase, errors that occur during primase, DNA polymerase) and differentiate between replication on the replication. (3c) leading and lagging DNA strands.

Once students have demonstrated a solid grasp of the replication process, they are challenged to modify their models to explain how deletions, insertions, translocation, substitution, inversion, frameshift, and point mutations can occur during the process of DNA replication. Students predict the impact of these errors in terms of protein production and/or function.

Teacher Resources Teacher Tip DNA Replication Basics — Howard Hughes Medical Institute Students need to use This is a short 3D animation that shows how DNA is replicated models from previous at the molecular level. activities. Models can be made from beads, candy, bit.ly/DNA-replication-basics paper manipulatives, etc. Nuts and bolts of DNA replication — NOVA Students watch an animation to show the mechanisms of DNA replication. Discussion questions are included for students to answer. bit.ly/NOVA-DNA-replication

Students can manipulate models to demonstrate semi-conservative replication and be able to explain the process including errors that can occur.

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A Field Guide to the Alabama Standards 57 Learning Targets Learning Experiences Misconceptions Chromosomes always appear 82 I can develop a model of a Students extend the previous V as an “X” shape. In sexually replicated and non-replicated discussion regarding DNA reproducing organisms, half of the chromosome to compare their replication to the entire organism’s body cells contain DNA structure and use scientific chromosome, discussing when from the mother and half contain vocabulary to describe during the cell cycle replication DNA from the father. chromosome structures. (4, 12) occurs and how it is initiated at multiple places along each chromosome. V A gene and the expression of Teacher Tips the gene as a characteristic or trait Chromosomes appearing as Students analyze models or are the same thing. an “X” shape are replicated chromosomes annotate diagrams of consisting of two sister chromatids. chromosomes to identify the V The timing of the occurrence of an environmentally induced Meiosis models can be constructed using features relevant for upcoming pipe cleaners, yarn, socks, pool noodles, or conversation regarding meiosis characteristic will affect whether other craft materials. The type of materials (telomeres, centromeres, sister the characteristic is transmitted to used to construct models is less important chromatids, homologous offspring. than correctly showing chromosome chromosome pairs, replicated movement and ploidy level at multiple and non-replicated V In asexually reproducing points in the system. Inappropriate models chromosomes). They may organisms, half of the parent’s DNA may contribute rather than dispel student is passed to its offspring. misconceptions. It is important to ensure return to the chromosome that students can accurately relate the models used in learning targets Some characteristics of an chosen manipulative to the actual #36-39 or build new models V biological process. using chenille sticks, pool offspring are determined by the noodles, socks, etc. parents’ environmentally acquired characteristics.

Teacher Resources

ChromoSocks or other manipulatives (i.e., pipe cleaners, pool noodles, yarn) can be used as models to illustrate replication and chromosome structure.

ChromoSocks — HudsonAlpha Institute for Biotechnology Kit uses socks as model chromosomes to mimic the movement of chromosomes during cell division. This kit, developed at HudsonAlpha, is available for purchase from Carolina Biology, from ASIM as C4Chromo and was distributed at GREAT: Cell Division workshops in 2015/16.

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58 The Biology Compendium How do living things pass traits to their offspring?

Learning Targets Learning Experiences

83 I can compare and contrast This series of activities illustrates the process and products of meiosis. Students mitosis and meiosis in terms begin by comparing diagrams of mitosis and meiosis and listing differences of chromosome number and between the two. This list is expanded and refined as students dig deeper into number of daughter cells and meiosis through additional activities, through classroom instruction, and by viewing online resources related to meiosis. in comparison to the precursor cell. (12) Working collaboratively, students use the chromosome representations described 84 I can develop a model of for learning target #83 to model the stages of meiosis, taking particular note of: chromosome movement at • the timing and events associated with crossing-over and the role this process multiple points during meiosis plays in generating genetic variation among offspring and use the model to determine points in the cycle when ploidy changes (diploid to haploid) when cells are haploid and • diploid. (12) • the difference between what is segregated during the first and second division (homologous chromosomes and sister chromatids, respectively) 85 I can identify when crossing • the similarities and differences between the final products of meiosis over occurs and can explain the (gametes) when compared with each other and to the progenitor cells significance of crossing over in genetic variation. (12) To simulate fertilization, students select a single gamete and combine its genetic 86 I can compare and contrast material with the gamete from another group. They compare the genetic information present in the resulting zygote to that of the parental cells. the genetic makeup of cells before meiosis, after meiosis, Students critique the chromosome model they have been working with, and after fertilization. (12) identifying how the model correctly mimics chromosome structure, describing the model’s limitations and suggesting ways the model could be improved. 87 I can evaluate meiosis models, comparing them to the Pose a problem: Show a pedigree of a family where one child has a genetic biological process, and identify disorder and another does not. Ask students to explain how this is possible, using strengths and weaknesses of the what they’ve learned about meiosis and demonstrate using models. At this point model. (12) in instructions, students are not expected to create or analyze pedigrees, but to 88 I can use meiosis models to relate the information in the simple pedigree to chromosome movement in explain the phenomena seen in a meiosis. More detailed analysis of pedigrees and inheritance patterns occurs simple pedigree. (12) later. Misconceptions V All pedigrees are for deter- Teacher Resources mining sex-linked traits. V The process of meiosis is ChromoSocks — HudsonAlpha Institute for Biotechnology the same as mitosis but cell Kit uses socks as model chromosomes to mimic the movement of division occurs twice. chromosomes during cell division. This kit, developed at HudsonAlpha, is available for purchase from Carolina Biology, from ASIM as C4Chromo and V Gametes (sex cells) are the was distributed at GREAT: Cell Division workshops in 2015/16. same as sex chromosomes. Meiosis and Fertilization – Understanding How Genes are Inherited V All genetic disorders Students will use chromosome models to simulate the processes of are caused by chromosomal fertilization and meiosis. bit.ly/meiosis-and-fertilization anomalies and are visible on a karyotype. What is Meiosis? — Concord Consortium Students participate in a virtual simulation to explore genetics and heredity by studying and breeding virtual dragons. Students will control the process of Teacher Tip fertilization and meiosis. bit.ly/what-is-meiosis It is recommended that students be provided opportunities to apply what NOVA Flash Animation — NOVA they’ve learned with one chromosome This website animation allows students to view the similarities and model to a novel model. When given a new differences between the processes of mitosis and meiosis. model, can they identify representative bit.ly/mitosis-and-meiosis structures, strengths and weaknesses? This evaluation often reveals persistent misconceptions.

A Field Guide to the Alabama Standards 59 Learning Targets Learning Experiences

89 I can describe the impacts of A reading passage introduces students to the consequence of nondisjunction and relate the timing of meiotic errors such as chromosome nondisjunction. Students nondisjunction to chromosome number in discuss the types of errors that result from nondisjunction the gametes that form. (12) (extra or missing chromosomes) and use their chromosome models to illustrate this error, distinguishing the gametes 90 I can use models to demonstrate a that result from nondisjunction at the first and second meiotic variety of chromosomal changes such as division. deletions, insertions, inversions, translocation, and nondisjunction. (3c, 12, 12a) Students examine diagrams or chromosome models that 91 I can interpret karyotypes to identify illustrate disorders caused by breakage and improper chromosomal changes and related genetic rejoining of chromosome broken ends (deletions, insertions, disorders as well as describe the inversions and translocations). limitations of karyotyping. (12a) 92 I can differentiate genetic disorders Students interpret human karyotypes to identify typical in humans in terms of errors of meiosis, chromosome patterns as well as various large-scale either large scale (chromosomal) or small chromosome errors – multiple karyotype activities are scale (point mutations). (3c, 12, 11c) included in the resource list. The limits of karyotyping are discussed, recognizing that many genetic changes are too small to be detected by karyotyping and require other molecular technologies for identification.

Teacher Resources Teacher Tip Directions for creating pool noodle models that can be adapted for use in this Teachers are encouraged learning experience can be found in the NSTA publication The Science Teacher to emphasize the nuanced and accessed through this link: bit.ly/chromonoodles differences between gene mutations and chromosomal Disorder Detectives — HudsonAlpha Institute for Biotechnology mutations. Errors in Available from ASIM P3DisDet or purchase from Carolina Biological Supply meiosis cause chro- Given a case study, students arrange a set of patient chromosome decals on a mosomal mutations prepared board into a karyotype. They then analyze the karyotype and diagnose such as trisomies and trans- their patient. bit.ly/AMSTI-ASIM locations. Small scale errors, such as point mutations, can Karyotyping Activity — The Biology Project, University of Arizona occur at any point but can Simulated human karyotyping using digital images of chromosomes. Students be passed to offspring by arrange chromosomes into completed karyotypes and interpret their findings. meiosis. bit.ly/biology-project-karyotyping

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60 The Biology Compendium How do living things pass traits to their offspring?

Learning Targets Learning Experiences Misconceptions V The specialized cells used for sexual reproduction 93 I can summarize the Students examine the historical contain the same number of investigations performed by context surrounding Gregor Mendel’s chromosomes as other cells Gregor Mendel and relate the plant crossing experiments used to of the body. importance of these decipher the basic tenets of experiments in the field of inheritance. Using data drawn from Genetic information is genetics. (11, 11b) the original crosses, they critique the V inherited from the same-sex appropriateness of Mendel’s 94 I can analyze trait data parent (i.e. daughters get conclusions. from multiple generations to their DNA from their mother, support Mendel’s conclusions and sons get their DNA from Students summarize their knowledge about inheritance. (11, 11b) their father). of Mendel’s work by creating a cartoon, summary, RAFT, etc., and share it with the class. Teacher Tips Here is a how-to article about using the RAFT instructional strategy: bit.ly/raft-how-to

Biology students may struggle with the amount of Teacher Resources new vocabulary encountered in this learning progression. Teachers are encouraged to Mendel’s Pea Plants use appropriate vocabulary CK12 strategies to help students Web-based interactive allows manipulation of pea traits and analysis of offspring acquire needed vocabulary as ratios based on Mendel’s laws. they encounter new concepts. bit.ly/mendels-pea-plants Calculating percentages and Gregor Mendel: The Father of Modern Genetics ratios may also be Office of NIH History challenging for students who struggle with mathematics. Students will use this passage to get an understanding of who Mendel was and Teachers should be prepared how his research contributed to inheritance. to scaffold students’ initial bit.ly/NIH-Gregor-Mendel calculation efforts with appropriate math supports.

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A Field Guide to the Alabama Standards 61 Learning Targets Learning Experiences

95 I can use models, dia- Students are first assessed for prior knowledge and misconceptions related to Mendelian inheritance patterns (see resource list for knowledge probes). grams, and/or text to connect Mendel’s laws of inheritance Students use various print and online resources to review Mendel’s laws to the biological processes of of segregation and independent assortment. To connect these laws to the meiosis. (11, 11b) process of meiosis, students return to the physical models of chromosomes 96 I can distinguish between used for learning targets #83-90. Models may homozygous and need to be modified in order to illustrate heterozygous allele pairs and different alleles present at a given locus. Teacher Tip relate these to phenotype. Students differentiate between homozygous In this learning progression, (11, 11b) and heterozygous allele pairings and explain it is assumed that students the relationship between the inherited mastered meiosis content. genotype and the visible trait phenotype. If not, review and scaffolding instruction may be needed. Chromosome models are manipulated to physically demonstrate the points in meiosis where Mendel’s laws of segregation and independent assortment are observed.

Teacher Resources

Probe Strategy Option List 10: Number paper 1-10. Students list 10 facts about genetics they “know” prior to any instruction. Listed facts often reveal misconceptions.

Uncovering Student Ideas in Life Sciences — by Page Keeley, available for purchase from NSTA press

GeneScreen App — Cold Spring Harbor The app includes four animations introducing the concepts of genetics and inheritance, population genetics, recessive genetic diseases, and genetic screening. bit.ly/CSH-genescreen

ChromoSocks — HudsonAlpha Institute for Biotechnology Kit uses socks as model chromosomes to model the movement of chromosomes during cell division. This kit, developed at HudsonAlpha, is available for purchase from Carolina Biology, from ASIM as C4 Chromo, and was distributed at GREAT: Cell Division workshops in 2015/16.

Dragon Genetics — Alabama Science in Motion P1DraGen Working in small groups, students determine the genotypes and phenotypes for two generations of dragons. Students employ Punnett squares and become familiar with vocabulary. Examples of complete dominance, incomplete dominance, and sex-linked traits are shown. Mendel’s laws are also illustrated. bit.ly/AMSTI-ASIM

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62 The Biology Compendium How do living things pass traits to their offspring?

Misconception Learning Targets Learning Experiences V Each parent contributes genetic information for certain 97 I can use a model to Physical models of chromosomes are used characteristics and not others determine potential gametes to illustrate the concepts behind a Punnett (e.g. a child has his father’s nose from parental genotype and square. Specific allele combinations are and his mother’s eyes). develop a Punnett square to created to represent two parental genotypes. predict inheritance outcomes. These are placed along the top and left side of the Punnett square and moved into the various boxes to demonstrate offspring genotypes. (11, 11b) 98 I can annotate a Punnett With this background, students create Punnett squares from practice square, identifying maternal scenarios to predict offspring (genotypic and phenotypic) ratios. Multiple and paternal gametes, and classroom activities that provide this type of practice are in the resource list. use mathematics to explain As students become comfortable with single allele crosses, they are the predicted outcomes. (11, challenged to construct dihybrid or trihybrid crosses to determine genotypic 11a) and phenotypic ratios at two and three loci.

99 I can observe traits in Similarly, students use trait data from a population of offspring to infer the offspring and use knowledge genetic makeup of the parents. Students can obtain offspring phenotypes of inheritance patterns and through direct observation or from simulated data. The significance of the Punnett squares to infer variation between expected and observed results can be analyzed using parental genotypes. (11, 11a) standard statistical techniques such as chi-square or T test.

100 I can use probability to Students are challenged to propose a genetic cross to identify an the genotype predict the likelihood of spe- of an organism that displays a dominant trait (but could be homozygous or cific offspring given parent heterozygous for the dominant allele). Students share their proposed method traits and inheritance pattern. with classmates and compare their suggestion to standard “test crosses.” (11, 11a)

Teacher Resources Teacher Tip Both corn labs involve use of dihybrid crosses whereas the stickleback activity uses monohybrid crosses. Teachers select the ChromoSocks are used in previous instruction on activity that is best suited to their student’s ability. chromosome movement during mitosis and meiosis. Using them again to scaffold Punnett square instruction While there are not set learning targets for probability, it is a critical grounds students in the biology and anchors their con- concept that cannot be overlooked in a biology classroom. Students cept of “where the letters outside the box” come from. may need additional scaffolding and practice with the mathematics behind probability calculations. Possible learning ChromoSocks — HudsonAlpha Institute for Biotechnology targets could include, “I can investigate probability by collecting and analyzing data from a variety of experiments.” Kit uses socks as model chromosomes to model the movement of chromosomes during cell division. This Stickleback Evolution kit, developed at HudsonAlpha, is available for purchase Howard Hughes Medical Institute from Carolina Biology, from ASIM as C4 Chromo, and Students analyze results of genetic crosses was distributed at GREAT: Cell Division workshops in between stickleback fish with different traits. The 2015/16. activity provides opportunities for students to use chi square calculations and experience with a test cross. Corn Lab — Alabama Science in Motion D7Corn bit.ly/stickleback-evolution Students compare expected outcomes to actual outcomes of a dihybrid cross. bit.ly/AMSTI-ASIM Dragon Genetics Alabama Science in Motion P1DraGen Amazing Maize — NMSI Laying the Foundation Lesson Working in small groups, students determine the gen- Students compare expected outcomes to actual otypes and phenotypes for two generations of dragons. outcomes of a dihybrid cross. Includes chi square Students employ Punnett squares and use appropriate calculation. Add prelab to Amazing Maize activity to vocabulary. Examples of complete dominance, incom- emphasize the significance of the role of Mendel’s laws plete dominance, and sex-linked traits are shown. discussed in the introduction section of this activity. bit.ly/AMSTI-ASIM

A Field Guide to the Alabama Standards 63 Learning Targets Learning Experiences

101 I can distinguish modes When shown offspring ratios from a cross, students assess the likely of inheritance by comparing parental genotypes and support their claim using evidence from a parental and offspring traits Punnett square. and ratios. (11, 11c) After reviewing resources that describe pedigree nomenclature and 102 I can apply concepts symbols, students analyze case studies to construct multi-generation of inheritance to explain pedigrees that visually represent the segregation of specific traits or patterns seen in pedigrees, disorders. The pedigrees are analyzed to identify the patterns of inheritance offspring ratios, and trait for these traits/disorders (autosomal dominant and recessive as well as prevalence in a population. sex-linked and mitochondrial patterns). (11, 11c) Students use a provided or constructed pedigree to calculate the likelihood a specific member of the pedigree will inherit a given trait/disease. Students test this claim using lab-based or simulated technologies to analyze the individual’s genetic sequence at the gene of interest. Students compare and contrast pedigrees of affected individuals who have dominant disorders caused by inherited mutations versus a de novo mutation in the germline of a parent.

Teacher Resources

Alkaptonuria Alabama Science in Motion P2Alkap Students will analyze and interpret data from pedigrees of a genetic disorder to explain patterns of inheritance based on genetic factors. bit.ly/AMSTI-ASIM

HNPCC HudsonAlpha Institute for Biotechnology HNPCC allows students to analyze and interpret data from a hereditary colon cancer scenario. Students develop a pedigree of a given family to determine the probability of expressed traits. Available from Alabama Science in Motion D8Cancer.

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64 The Biology Compendium How do living things pass traits to their offspring?

Learning Targets Learning Experiences

103 I can analyze data to Students examine genetic crosses that do not fit traditional Mendelian find inheritance patterns inheritance patterns: and explain those patterns • A snapdragon plant with red flowers is crossed to a snapdragon with in terms of incomplete white flowers. The resulting offspring all have pink flowers. dominance, co-dominance, (incomplete dominance) multi-allelic, and polygenic • An individual with Type A blood has a child with an individual who has traits. (11, 11b) Type B blood. The child has Type AB blood. (codominance) • A rabbit with the chinchilla fur pattern is mated to a rabbit with the Himalayan fur pattern. 50% of the offspring are chinchilla, 25% are Himalayan, and 25% are albino. (multiple alleles) • A Caucasian man marries a Jamaican woman and they have five children with hair and skin tones that range from red hair and fair skin to black hair and caramel skin. (polygenic alleles)

Students must use these results to develop additional models that explain how the allele combinations interact to produce the observed phenotypes. Where possible, Punnett squares should be used to help predict offspring outcomes.

Teacher Resources Teacher Tip Blood Typing — Alabama Science in Motion I8aBlood The ASIM blood typing Students will apply their knowledge of codominance and incomplete lab illustrates blood dominance inheritance patterns by using a simulated blood typing kit. compatibility, but does Students will determine the blood types of four samples then answer not bring the genetic questions related to the genetics of blood types based on the results obtained components in focus. Without additional effort to bring the during the activity. bit.ly/AMSTI-ASIM genetic component of blood types to the forefront, this WebLab — Education Development Center lab will not meet the learning Online interactive lab that explains and gives examples of incomplete and target. Students use Punnett codominance with built in questions/answers. examples to explain blood type bit.ly/web-lab-directory inheritance patterns.

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A Field Guide to the Alabama Standards 65 Learning Targets Teacher Tip This is intended to be an introduction to nongenetic factors such as epigenetics that play a role in trait 104 I can identify expression. The intent is exposure, not an in-depth non-genetic factors that may study of biomolecular pathways. Currently, relatively impact expressed traits. (11c) few resources exist that introduce these concepts at an appropriate level for general biology classrooms.

Learning Targets Learning Experiences Misconception 105 I can collect and analyze Students examine genetic crosses that do V Dominant traits are pre- data on traits within a not fit traditional Mendelian inheritance dominant and are found at high population to identify patterns patterns: frequencies in the population. within expressed traits in a • A snapdragon plant with red flowers is population. (11) crossed to a snapdragon with white flowers. The resulting offspring all 106 I can mathematically have pink flowers. (incomplete dominance) calculate the probability of • An individual with Type A blood has a child with an individual who has expressed traits of offspring, Type B blood. The child has Type AB blood. (codominance) given parental traits and an • A rabbit with the chinchilla fur pattern is mated to a rabbit with the understanding of inheritance Himalayan fur pattern. 50% of the offspring are chinchilla, 25% are patterns. (11) Himalayan, and 25% are albino. (multiple alleles) • A Caucasian man marries a Jamaican woman and they have five children with hair and skin tones that range from red hair and fair skin to black hair and caramel skin. (polygenic alleles) Students must use these results to develop additional models that explain how the allele combinations interact to produce the observed phenotypes. Where possible, Punnett squares should be used to help predict offspring outcomes.

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66 The Biology Compendium How have living things changed over time?

DNA sequences determine both the unity and diversity found in life on planet earth. The many ways that variation is introduced and maintained in populations of organisms was investigated in previous content progressions. This content progression addresses how groups of organisms respond to changing environmental conditions and biological evolution. 107 I can collect and analyze data to identify 120 I can identify patterns in embryologic patterns in survival and trait frequency in a development among diverse organisms and population of organisms. (14) explain how these patterns are used as lines of 108 I can develop an argument about which evidence to support biological evolution. (16) traits in a population will confer an adaptive 121 I can describe vestigial structures and advantage while going through changing explain how these structures are used as lines of conditions. (14) evidence to support biological evolution. (16) 109 I can define variation and categorize the 122 I can interpret similarities in the genetic processes (mutation and sexual code to provide evidence of common descent recombination) that lead to variation. (11,15) (genetic conservation). (16) 110 I can postulate how an 123 I can create a cladogram of related objects environmental change could influence or organisms and interpret cladograms to draw selection, driving changes in traits in a species conclusions about the relatedness of organisms. that will persist in the population. (14,15) (16) 111 I can describe and provide illustrative 124 I can evaluate a wide variety of evidence to examples of the main ideas behind natural explain how organisms have changed over selection (overproduction of offspring, geologic time. (16) competition for limited resources, inherited 125 I can evaluate a wide variety of evidence to variation in phenotypes, and differential draw conclusions regarding the role of natural survival/reproduction). (15) selection in the formation of new species. (14, 16) 112 I can use mathematical models to test 126 I can make inferences about the diversity the concept that organisms with favorable of life on earth using examples and evidence of adaptations are more likely to survive and co-evolution, divergent, and convergent evolution. reproduce. (11,15) (16) 113 I can compare and contrast natural and 127 I can organize items based on physical artificial selection and predict how artificial se- characteristics and communicate my reasoning to lection will impact the traits of an organism. (14) others. (13) 114 I can analyze and interpret data to 128 I can create a dichotomous key that will evaluate the impact of human intervention in allow others to classify objects. (13) determining the traits of agriculturally important plants and animals. (14) 129 I can use major features to classify unfamiliar organisms using accepted classifica- 115 I can develop a logical argument for a tion schemes and can justify my classification. (13) proposed mechanism of evolution, including necessary adaptations, mutations, and 130 I can use binomial nomenclature and tools environmental changes. (15) such as dichotomous keys to classify an unfamiliar organism and determine where it fits into 116 I can compare historical explanations for accepted taxonomic schemes. (13) the diversity of life on earth to modern explanations by placing both in a historical context. (15) 131 I can distinguish biotic from abiotic materials, using the scientifically accepted 117 I can analyze data, including fossil characteristics of life. (13a) records, to support the premise that organisms have changed over time and that only a 132 I can describe viral structures and life cycles small fraction of the species that have previ- and compare these to the structures and life ously existed currently survive on earth. (16) cycles of multicellular or unicellular organisms. (13a) 118 I can identify patterns of biogeography that are significant to Darwin’s theory. (16) 133 I can compare viruses to other infectious agents such as pathogenic bacteria and prions. 119 I can describe homologous structures (13a) and explain how these structures are used as lines of evidence to support biological 134 I can create a logical argument, based on evolution. (16) evidence and reasoning, to support the premise 67 that viruses are not living things. (13a) Learning Targets Learning Experiences Misconceptions 107 I can collect and Students are first assessed for prior V If the environment selects analyze data to identify knowledge and misconceptions related to against a specific phenotype, patterns in survival adaptation and natural selection that phenotype will become (see resource list for knowledge probes). and trait frequency in a extinct. population of Students then participate in an activity that organisms. (14) simulates population change over time in V Species that have no 108 I can develop an response to an altered environment. apparent, obvious, or superficial argument about which This experience provides students with a similarities have no similarities traits in a population foundation for examining scientific at all. will confer an adaptive principles related to natural selection. As advantage while going the simulation proceeds, segments of the V Natural selection is all- through changing population respond to the environmental powerful; it produces perfection. conditions. (14) change with differential survival and reproductive success. When the simulation V Natural selection has a is complete, students compile data to “goal,” i.e. striving to produce identify changes in phenotype (trait a balanced ecosystem or make frequency) from the start to the conclusion. “progress.”

Students propose explanations for the V Natural selection occurs results they have observed during the at the individual level not at the simulation. At the end of this content sweep, population level. students will revisit their explanations for possible modification.

Teacher Resources Teacher Tips Probe Strategy These learning tar- A recent issue of Hunting & Fishing magazine reported that populations of gets will encompass male deer (bucks) reaching sexual maturity have smaller antlers than they multiple learning did in the past. Which statement best explains the decreased antler size of experiences over several days. the buck population? Addressing biological A. The bucks grow their antlers slowly and reproduce as quickly as they can. evolution may be challenging in B. More mutations occur to help the deer population. the classroom. It is C. Bucks that reproduce with smaller antlers are less desirable to hunters. suggested that teachers Indicate which choice best describes your thinking and provide an explanation provide exposure to scientific for your choice. evidence without overlapping religion and science. It is Natural Selection Simulation — The Concord Consortium essential for teachers to be Students manipulate a computer simulation to draw conclusions about how respectful of student’s beliefs, selection pressures affect populations. but it is also the responsibility bit.ly/natural-selection-simulation of the teacher to provide multiple opportunities for Rock Pocket Mouse Coat Color — Howard Hughes Medical Institute students to explore and analyze This is a data collection and analysis lesson that examines selection for coat scientific evidence related to color in pocket mouse populations on different color substrates over time. common ancestry and bit.ly/rock-pocket-mouse biological evolution.

Peppered Moth — Alabama Science in Motion E6Moth Helpful links for teaching evolution: Students replicate the classic peppered moth research to learn about bit.ly/teach-evolution natural selection. bit.ly/AMSTI-ASIM bit.ly/teach-evolution2

68 The Biology Compendium How have living things changed over time?

Learning Targets Learning Experiences

109 I can define variation Students explore multiple lines of evidence to explain how variation within and categorize the processes a population depends upon genetic mutation, gene flow, and the shuffling (mutation and sexual of genetic combinations during meiosis and sexual reproduction. They recombination) that lead to begin by viewing images that illustrate variation in a specific trait across a variation. (11,15) population – moth or butterfly wing coloration, pigment and whorl patterns on shells, etc. Students generate hypotheses to explain the origin of this variation.

Students are reminded of previous activities describing how new genetic variants or combinations of variation are created (new mutation through DNA replication and new combinations of alleles during meiotic crossing-over and independent assortment of chromosomes into gametes). Based on this information, students revisit their hypothesis and modify if necessary.

Teacher Resources

Thumbs Up — NMSI Laying the Foundation Lesson Students measure phenotypic variation in classroom populations. Students uses data to make predictions for the variation within a classroom population.

Killer Microbes — NOVA Students model how horizontal gene transfer (e.g., conjugation) contributes to the spread of antibiotic resistance genes in bacteria. bit.ly/killer-microbes

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A Field Guide to the Alabama Standards 69 Learning Targets Learning Experiences

110 I can postulate how Using computer simulations, students investigate the effect of changing envi- an environmental change ronments (rainfall, temperature, amount of sunlight, access to food, etc.) on could influence selection, the frequency of specific traits in a population. Students then randomly draw driving changes in traits an organism and an environmental change from a list of options and predict: in a species that will • how that environmental change could impact the organism persist in the population. • what traits might be advantageous to the organism under the new (14,15) environmental conditions 111 I can describe • what traits might be disadvantageous

and provide illustrative Using available print and online resources, students explore the key principles examples of the main of natural selection: ideas behind natural selection (overproduction • organisms can produce enormous numbers of offspring of offspring, competition • these offspring must compete for limited resources for limited resources, • these offspring also have genetic differences that are observed as inherited variation in phenotypic trait variations phenotypes, and • the offspring whose phenotypes provide the best chance to survive to differential survival/ adulthood and reproduce will pass on the highest frequency of their traits reproduction). (15) (and therefore genetic differences) to the next generation. • Students evaluate the importance of each principle by predicting how its absence would impact the process of natural selection (e.g. what would happen if all offspring of a species were genetically and phenotypically identical?)

Teacher Resources

Effects of Natural Selection on Finch Beak Size Howard Hughes Medical Institute Students use a graph to draw conclusions about how drought affects natural selection of beak depths of finches on the island of Daphne Major in the Galápagos Islands. bit.ly/finch-beak-size

Dogs and More Dogs PBS Teachers Students learn about evolution through a card game that highlights how selective pressures can affect an organism’s evolution. bit.ly/dogs-and-more-dogs

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70 The Biology Compendium How have living things changed over time?

Learning Targets Learning Experiences

112 I can use Using available resources, students define mathematical “adaptation” and “fitness” and identify examples models to test of adaptations among various organisms that the concept that increase fitness – camouflage, mimicry, drought organisms with tolerance, defensive coloration, beak adaptations. favorable adaptations are Using a population-based simulation, students Misconceptions more likely to test the concept that organisms with favorable V Except for differences survive and adaptations will be more reproductively successful. between males and reproduce. (11,15) From these simulations students use mathematical females, and between models to test favorable adaptations and impact on young and old, all frequency in a population. organisms of the same species look and act the Students view an image of an organism with one or same. more interesting adaptations and propose factors that may have influenced the selection of this adap- V The internal tation to become more common in the population. chemistry, appearance, and behavior of a species do not change, even over long periods of time. Teacher Resources V Changes to the Bead Bug environment cannot lead Alabama Science in Motion E3BeadBug to changes in the traits Students use colored beads and colored fabric to demonstrate natural selection. of species living in that bit.ly/AMSTI-ASIM environment.

Which Beak is Best? V Change occurs in the Alabama Science in Motion E4Beak inherited characteristics of Students compare beak adaptations and explore how this adaptation affects fitness. populations of organisms bit.ly/AMSTI-ASIM over time because organisms observe other Lizard Evolution Virtual Lab more successful Howard Hughes Medical Institute organisms and model their In Module 3, students collect and analyze data from an experiment designed appearance or habits. to explore how different traits that affect fitness in different habitats. bit.ly/lizard-evolution-virtual-lab

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A Field Guide to the Alabama Standards 71 Learning Targets Learning Experiences

113 I can compare and Students compare organisms derived from artificial selection with their contrast natural and artificial wild ancestors, who were products of natural selection. Attention should be selection and predict how focused on differences in phenotype between wild and domesticated artificial selection will impact varieties, the desired traits that underwent artificial selection and the the traits of an organism. (14) methods used to select those differences. Examples could include: 114 I can analyze and • teosinte and modern strains of corn interpret data to evaluate the • wolves and any of the modern breeds of dog impact of human • carp and ornamental goldfish intervention in determining • wild rose and ornamental hybrid roses the traits of agriculturally • aurochs and domesticated beef or dairy cattle important plants and animals. (14)

Teacher Resources

Artificial vs. Natural Selection Genetic Science Learning Center Students watch a short tutorial that discusses and differentiates between natural and artificial selection. bit.ly/artificial-vs-natural-selection

Biotechnology Discoveries and Applications Guidebook 2013 HudsonAlpha Institute for Biotechnology Brief article describes newly discovered genetic differences between wolves’ and dogs’ ability to digest starches (pgs. 14-15). hudsonalpha.org/the-annual-guidebook

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72 The Biology Compendium How have living things changed over time?

Learning Targets Learning Experiences

115 I can develop a logical Students revisit the explanations of natural selection they created during argument for a proposed the introductory simulation. In light of new content learned, students are mechanism of evolution, given the opportunity to modify those statements. including necessary adaptations, mutations, and Students imagine a specific adaptation (or select from an existing list) and environmental changes. (15) hypothesize the evolutionary mechanism that results in that adaptation. What environmental change would cause the adaptation to be advantageous? What genetic variation needs to be present in the population? Would the adaptation need to occur in a single leap or through a series of smaller modifications?

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A Field Guide to the Alabama Standards 73 Learning Targets Learning Experiences

116 I can compare historical ex- Students are probed to Misconception identify their misconceptions planations for the diversity of Evolution is a about common ancestry and V life on earth to modern hypothesis and not well biological evolution. explanations by placing both in a supported. historical context. (15) Students examine historical 117 I can analyze data, explanations for the diversity of including fossil records, to support life on earth including the work the premise that organisms have of Lamarck, Wallace, and changed over time and that only a Darwin. The term small fraction of the species that “biogeography” is analyzed for have previously existed currently Teacher Tip relevant roots and prefixes and survive on earth. (16) Teachers are a working definition is crafted cautioned that viewing 118 I can identify patterns of for the term. the timeline alone biogeography that are significant does not meet these to Darwin’s theory. (16) learning targets.

Teacher Resources

Timeline of Evolutionary Thought University of California, Berkeley Simple timeline of major historical research milestones in evolution including pre-Darwin, contemporaneous, and post-Darwin. bit.ly/evolutionary-thought

Most high school students are familiar with fossils. Discuss techniques for dating the age of fossils such as carbon dating and location in rock strata. Use images or fossil models to compare structures of extinct species to extant species. Identify and describe similar structures. Compare extinct to existing species of living things and use evidence to support common ancestry and biological evolution.

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74 The Biology Compendium How have living things changed over time?

Learning Targets Learning Experiences Misconceptions

119 I can describe homologous Students examine several V Species that are similar can structures and explain how these lines of evidence that support share a common ancestor, but structures are used as lines of biological evolution and species that have no apparent, evidence to support biological common descent: obvious, or superficial similarities cannot share a common ancestor. evolution. (16) • Analyze fossil records, comparing the structure of 120 I can identify patterns in Plants and animals cannot share extinct to existing species of V embryologic development among a common ancestor. diverse organisms and explain living things. how these patterns are used as • Analyze DNA or amino acid V Humans do not share a common lines of evidence to support sequences of closely related ancestor with other living organisms. biological evolution. (16) and distantly related 121 I can describe vestigial organisms. V Species that have no apparent, structures and explain how these • Construct a cladogram or obvious, or superficial similarities structures are used as lines of phylogenetic tree using have no similarities at all. evidence to support biological molecular sequences and evolution. (16) fossil records. V Up until recently, extinction was rare; humans have caused the 122 I can interpret similarities in • Compare and contrast majority of extinctions. the genetic code to provide vestigial and homologous evidence of common descent structures in modern Only a few of the many species (genetic conservation). (16) organisms. V • Compare and contrast that lived in the past are now extinct. I can create a cladogram 123 embryonic development and Most of the species of organisms of related objects or organisms evaluate embryology as that lived in the past are still alive and interpret cladograms to draw evidence of common ancestry today. conclusions about the relatedness by identifying patterns of of organisms. (16) evolutionarily related species. V All species began at the same time and still exist today.

Teacher Resources

Molecular Evolution — Alabama Science in Motion E2MolEvo Teacher Tips Students compare highly conserved DNA to identify similarities between Helpful links for species. Use similarities to support common ancestry and biological evolution. teaching evolution: bit.ly/AMSTI-ASIM bit.ly/teach-evolution bit.ly/teach-evolution2 Stones & Bones — Alabama Science in Motion Q5PhysAn Students measure a variety of Hominid skulls and calculate a bio-index. bit.ly/AMSTI-ASIM

Introduce cladogram analysis and construction using non-animal examples such as pictures of vehicles, toys, pasta, or candy bars. Build on that experience by displaying a cladogram of organisms, and ask students to list the information they get from the cladogram.

Invertebrate Cladogram — Alabama Science in Motion H3aClad Students classify invertebrate specimens then use data gathered to construct a cladogram. bit.ly/AMSTI-ASIM

Compare and contrast vestigial and homologous structures in modern organisms. Using images, students compare wing structures of birds, bats, and flying squirrels.

A Field Guide to the Alabama Standards 75 Learning Targets Learning Experiences

124 I can evaluate a wide Students examine fossil, skeletal, variety of evidence to explain and genetic changes that have led to how organisms have changed the development of new species over over geologic time. (16) geologic time scales. 125 I can evaluate a wide variety of evidence to draw conclusions regarding the role of natural selection in the formation of new species. (14, 16)

Teacher Resources

Whale Evolution Alabama Science in Motion Q2Whale Examine evolution of whales using manipulatives to explore fossil, genetic, and skeletal evidence. bit.ly/AMSTI-ASIM

Lizard Evolution Virtual Lab Howard Hughes Medical Institute Investigate different concepts in evolutionary biology, including adaptation, convergent evolution, phylogenetic analysis, reproductive isolation, and speciation. This interactive lab involves data collection, calculations, analysis, and answering questions. bit.ly/lizard-evolution-virtual-lab

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76 The Biology Compendium How have living things changed over time?

Learning Targets Learning Experiences

126 I can make inferences Students analyze parasitic, about the diversity of life on mutualistic, and commensalistic earth using examples and relationships to investigate large evidence of co-evolution, scale evolutionary strategies such as divergent, and convergent coevolution, convergent evolution, and evolution. (16) divergent evolution.

Teacher Resources

Biodiversity & Evolutionary Trees Howard Hughes Medical Institute Interactive online activity where students construct evolutionary trees by sorting seashells. bit.ly/biodiversity-evolutionary-trees

Examining Convergent Evolution National Geographic Students examine a photo gallery of animals and look for similar characteristics. Through class discussion, students come to an understanding of convergent evolution. Students also analyze wing structure of a bird, bat, and dinosaur to determine relationship. bit.ly/convergent-evolution

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A Field Guide to the Alabama Standards 77 Learning Targets Learning Experiences

127 I can organize items To introduce the concept that organisms are classified based on physical based on similarities, students work in groups to design characteristics and a classification scheme for a collection of common, but communicate my reasoning not necessarily related, household objects. Items may be to others. (13) grouped by similarities in function/use, color, location, etc., and students must be able to incorporate new items 128 I can create a into the existing scheme. Students create dichotomous dichotomous key that will keys using pasta, toys, or organism pictures and allow others to classify communicate their system to the entire class. objects. (13)

Teacher Resources

Provide small groups of students with sets of common, but not necessarily related, household objects. Ask students to organize and group the items and explain their classification scheme to another student or student group. Provide a new household item and ask if it can be incorporated into existing groups. Students may use similarities in function/use, color, location, etc., as classification criteria. Use this to introduce the concept that organisms are classified based on similarities.

Allow students to create dichotomous keys using pasta, toys, or organism pictures.

Classification of Living Things Alabama Science in Motion Q1LvTh Students use flashcards and dichotomous keys to classify living things into Kingdom, Phylum, and Class. bit.ly/AMSTI-ASIM

Classify It App AAAS Science NetLinks This game allows students to test their knowledge of how organisms are sorted and grouped. sciencenetlinks.com/classify-it

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78 The Biology Compendium How have living things changed over time?

Learning Targets Learning Experiences

129 I can use major features Students arrange a set of organisms into a to classify unfamiliar classification scheme based on physical organisms using accepted characteristics and/or DNA sequences (see classification schemes and resource list). As part of this activity, they must can justify my classification. write and/or correctly identify the scientific name (13) of each organism. When provided details about the characteristics of a new organism, students 130 I can use binomial must incorporate it into their scheme and justify nomenclature and tools such its placement. as dichotomous keys to classify an unfamiliar With this background, students participate in an organism and determine activity that introduces how scientists evaluate where it fits into accepted evidence for new forms of life and incorporate it taxonomic schemes. (13) into existing classification schemes (see resource list).

Teacher Resources

How Science Works: New Spider Family YouTube This short video investigates how science works by tracing the identification of a newly discovered family of spiders. The process also outlines the challenges associated with classification and the importance. bit.ly/new-spider-family

Evaluating Evidence for Extraterrestrial Life Teacher Created Students read an article in which the research claims to have evidence of extraterrestrial life and respond to the claim with evidence. Teacher supports and article links provided. www.hudsonalpha.org/compendium

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A Field Guide to the Alabama Standards 79 Learning Targets Learning Experiences Misconceptions

131 I can distinguish biotic Students categorize a variety of objects as being V A virus is a living from abiotic materials, using living or nonliving and use this information, plus organism. the scientifically accepted prior knowledge, to develop a list of the characteristics of life. (13a) characteristics of living things. Students then V All viruses are argue from evidence whether a specific bad. 132 I can describe viral object is living or not, using a C-E-R (Claim+ structures and life cycles Evidence+Reasoning) approach. Once they Viruses do not and compare these to the V understand the process behind C-E-R, students evolve, nor do they structures and life cycles of are given this prompt: “Viruses are not living play a role in multicellular or unicellular things so I shouldn’t have to study them in evolution. organisms. (13a) biology class.” Before responding, students 133 I can compare viruses to research viruses, using a variety of print and other infectious agents such online resources. Student analysis should as pathogenic bacteria and include: viral life cycles, reproductive prions. (13a) strategies, the structure and function of viruses, 134 I can create a logical and a comparison between viruses and other argument, based on evidence infectious agents such as pathogenic bacteria, and reasoning, to support the fungi, and prions. premise that viruses are not living things. (13a) Once the research is complete, students utilize the C-E-R technique to respond to the claim that viruses are not living.

Teacher Resources

Show a picture of a copy machine and ask if the machine is alive. Point out that the machine does have several of the characteristics of life – ability to Teacher copy, organized into systems, contains parts that make up the whole, uses Tips energy, receives and transmits information. Ask student which Here are a few of the many characteristics the machine lacks, and use their selections to justify the resources online about using the claim that the copy machine is not living. C-E-R approach with students: • Teaching C-E-R using Sham-Wow Pathogen Game — American Association of Immunologists commercial: Card-based game compares structure, life cycles, and pathogenicity of bit.ly/CER-approach viral, bacterial, and fungal pathogens. • NSTA interactive learning Web bit.ly/pathogen-game Seminar: bit.ly/NSTA-web-seminar Molecular Biology of the Cell — Reading • Activate Learning article: bit.ly/molecular-biology-cell bit.ly/CER-activate-learning

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80 The Biology Compendium How do living things interact with each other and the environment?

Introductory Biology culminates in the study of how organisms interact with each other and the nonliving components of their environment. This content progression addresses ecosystem dynamics and patterns of population growth. One critical feature of this content progression is the opportunity provided for students to investigate and propose a solution for a real-world problem using their understanding of these complex ecological systems.

135 I can categorize organisms in an 146 I can use models to investigate the role ecosystem based on evidence of how they of different environmental factors within the obtain energy. (8) hierarchy. (7) 136 I can construct a food chain that 147 I can develop a model depicting the differentiates between producers, primary, ecological hierarchy of a novel ecosystem secondary, and tertiary consumers and and can communicate the dynamics of the integrate multiple food chains into a food web hierarchy. (7) (model of feeding relationships). (8) 148 I can investigate biomes, using a 137 I can use relationships between organ- variety of sources, to compare and contrast isms to develop a food web and use my devel- the characteristics of each. (7) oped model to demonstrate flow of energy and 149 I can use evidence to classify major predict the impacts of population changes. (8) geographical regions into biomes, based on 138 I can construct a pyramid of biomass, climate and dominant life forms. (7) given population data about organisms in the 150 I can create graphs representing ecosystem, and can make calculations using exponential, linear, and logistic growth and data from the pyramid. (8) use those graphs to calculate doubling time 139 I can use mathematical examples, such for a population. (9) as the 10% law, to explain why there is less 151 I can use mathematical or computer energy available at each level of an energy models to investigate the factors affecting pyramid. (8) population growth in an ecosystem. (9) 140 I can explain the phenomenon of 152 I can identify patterns in the biomagnification using my developed trophic characteristics of population growth that level and pyramid models. (8) distinguish exponential growth from linear 141 I can analyze data to identify patterns in growth from logistic growth. (9) the cycling of carbon, nitrogen, and water in 153 I can interpret a population pyramid ecosystems. (8) graph and use the information contained to 142 I can use the patterns identified in the predict the results of a change in birth rate cycling of carbon, nitrogen, and water to build or death rate. (9) models of matter cycling through ecosystems. 154 I can use evidence and data to describe (8) trends in human population growth. (9) 143 I can predict the effect of a reduction in 155 I can investigate factors that impact the population of nitrogen-fixing bacteria on population growth and make predictions of the nitrogen cycle. (8) how changing environmental conditions will 144 I can describe the impact of various affect population growth. (9) biotic and abiotic components on each 156 I can use growth curves of predators ecological level and can explore the interrela- and prey to evaluate the impact of one tionships of these factors. (7,8) species on another. (9) 145 I can use my observations to develop a 157 I can analyze data on population model that illustrates ecological hierarchies growth to identify limiting factors, both biotic and can compare my developed models to hier- and abiotic. (8, 10) archies existing in nature. (7,8) 81

Continued... Continued...

How do living things interact with Learning Targets each other and the environment? 135 I can categorize organisms in an ecosystem based on evidence of 158 I can analyze data to find patterns that how they obtain energy. (8) distinguish density-dependent from density- 136 I can construct a food chain independent limiting factors. (10) that differentiates between pro- I can use evidence and reasoning to ducers, primary, secondary, and 159 tertiary consumers and integrate define the carrying capacity of a specific multiple food chains into a food ecosystem. (9) web (model of feeding 160 I can distinguish between primary and relationships). (8) secondary ecological succession and show that 137 I can use relationships an ecosystem responds to such a disturbance between organisms to develop a in a predictable manner. (10) food web and use my developed 161 I can use models to explain ecosystem model to demonstrate flow of recovery after disturbance. (10) energy and predict the impacts of population changes. (8) 162 I can analyze historical data to find patterns in an ecosystem’s response to distur- 138 I can construct a pyramid of bance and use this analysis to draw conclu- biomass, given population data sions about how the ecosystem will respond to about organisms in the ecosystem, additional disturbance. (10) and can make calculations using data from the pyramid. (8) 163 I can categorize human activities that affect ecosystems and can predict the impact of 139 I can use mathematical these actions. (10) examples, such as the 10% law, to explain why there is less energy 164 I can describe an ecological cascade available at each level of an energy and explain the impacts on organisms in the pyramid. (8) ecosystem. (7,10) 140 I can explain the 165 I can design a solution to changing envi- phenomenon of biomagnification ronmental conditions that accounts for densi- using my developed trophic level ty-dependent and independent factors. (10) and pyramid models. (8) 166 I can synthesize data and reasoning to evaluate potential solutions to an environmen- Teacher Tips tal problem. (10) At this time teachers can I can communicate my proposed solution introduce or emphasize the 167 overarching theme of and support my conclusions with evidence and “Interconnectedness:” reasoning. (10) everything in an ecosystem is connected to everything else, either directly or indirectly.

This standard demands the development and use of models. However, those models need not be physical constructions. Student-developed food web diagrams are representations of conceptual models that can and should be used to meet the standard if students are able to use those models to predict future impacts. For example, if students could use a self-created food web diagram to predict the impact of removing one member on other members of the food web, it would be “developing and using a model” whereas if students only create a static diagram the standard would not be met. 82 The82 Biology Compendium How do living things interact with each other and the environment?

Learning Experiences Misconceptions Students begin this learning progression by examining a diverse ecosystem image to find the number of distinct species. Students propose possible V If a population in a food relationships among the organism found, to set the stage for investigating web is disturbed, there will be relationships between organisms and their environment. little or no effect on populations that are not within Through hands-on activities, manipulating physical models, and the linear sequence in the interpreting population data, students demonstrate feeding hierarchies in food web. ecosystems by building food chain and food web diagrams. Diagrams are labeled to identify the trophic levels and appropriate vocabulary V Organisms higher in a (i.e., primary producer, primary consumer, trophic levels, herbivores, food web eat everything that is carnivores, omnivores, decomposers, etc.). lower in the food web.

Students construct a variety of ecological pyramids including biomass, V Varying the size of a numbers and energy pyramids and use the 10% rule to mathematically population of organisms will model available energy and predict the efficiency of energy transfer. Given affect only those populations data sets, students calculate available energy at each trophic level. of organisms that are directly Following experiences constructing pyramids from data, students put connected to it in a feeding their models to work to explain the concepts of biomagnification. Students relationship, not organisms deconstruct the term “biomagnification” and propose a working definition that are one or more steps based on contextual clues. Using their working definitions and hierarchal removed/away from it. models, students improve expand their initial models to illustrate a substance (typically a toxin) being concentrated as it moves through higher V Competition between trophic levels. organisms always involves direct, aggressive interaction. V Exploitative competition Teacher Resources (e.g., getting to the resource before other organisms) is not competition. Food Chains, Food Webs, and Energy — Alabama Science in Motion N2FoodWeb Magnetic manipulatives are used to demonstrate food webs and trophic levels. Plants do not compete for bit.ly/AMSTI-ASIM V resources. Wild about the Wetlands — NMSI Laying the Foundation Lesson Students participate in five activities that model both the concept and the V Organisms of the same real-life practice of ecology in the Florida Everglades, including the species do not compete with development of a plan to maintain biodiversity. each other for resources (referring to intraspecific Big Fish/Little Fish — NISEnetwork competition). Big Fish, Little Fish focuses on biomagnification and how it happens in our ecosystems. Website includes a short visual demonstration followed by an Organisms higher in a interactive game. V food web eat everything that is bit.ly/big-fish-little-fish lower in the food web. Fish on Meth(ylated Mercury — HHMI Outreach Program This activity has a teacher-generated, open discussion format, V Populations exist in states graphing/inquiry/mapping activity, and independent student research. of either constant growth or bit.ly/fish-on-meth decline. Biomass Pyramid Virtual Lab — MHHE Interactive virtual lab where students match organisms to proper level in ecological pyramids using various ecosystems. bit.ly/biomass-pyramids

A Field Guide to the Alabama Standards 83 Learning Targets Learning Experiences

141 I can analyze data to Students turn their attention to biogeochemical cycles using cycling games, identify patterns in the physical manipulatives or web-based resources to collect data about the cycling of carbon, nitrogen, cycling of carbon, nitrogen, and water in ecosystems. Students identify and water in ecosystems. (8) patterns in the data and simulations, distinguishing living and nonliving components of the cycles. Findings are summarized in detailed diagrams 142 I can use the patterns or concept maps annotated with additional information during the learning identified in the cycling of progression. carbon, nitrogen, and water to build models of matter cycling Students use their diagrams (models) to predict the impacts of changes to through ecosystems. (8) one component of the cycle. For example, students could predict the impact 143 I can predict the effect of of a dramatic reduction in the population of nitrogen fixing bacteria on other a reduction in the population components of the nitrogen cycle. Students annotate their diagrams of of nitrogen-fixing bacteria on cycles to illustrate responses to changing conditions.

the nitrogen cycle. (8) Ecosystems are complex biological systems with multiple components and complex relationships. Students are challenged to combine a food web diagram with a cycle diagram, providing a holistic view of the many aspects that make up an ecosystem.

Teacher Resources

Carbon Cycling — Alabama Science in Motion J7Carbon Students “act out” the carbon cycle, travel among reservoirs, and learn about carbon sources, sinks, and other processes as they proceed through the cycle. Teacher Tip bit.ly/AMSTI-ASIM Students will not meet these learning Traveling Nitrogen — Alabama Science in Motion J12Nitro targets by simply playing the cycling games Students role-play the nitrogen cycle, using a nitrogen passport to track visits to included here. These student nitrogen reservoirs, sources, and sinks to illustrate the cycle. experiences are critical, but bit.ly/AMSTI-ASIM then students must apply the lessons learned to make the Ocean Acidification — HHMI predictions in learning target In this hands-on activity, students simulate the effects of decreasing pH caused by #143. rising levels of atmospheric carbon dioxide. bit.ly/hhmi-ocean-acidification

The Water Cycle — NASA Goddard Space Flight Center Students design and create their own water cycle model using aquarium or clear shoebox/container. bit.ly/NASA-water-cycle

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84 The Biology Compendium How do living things interact with each other and the environment?

Learning Targets Learning Experiences

144 I can describe the During interactions with feeding relationships and organic molecule impact of various biotic and cycling, students encountered specific terminology such as population, abiotic components on each community, and biome. In this learning progression, students apply this ecological level and can scientifically accepted vocabulary and extend their understanding of ecological hierarchies to a broader context. explore the interrelationships of these factors. (7,8) Humans naturally categorize and sort objects. This behavior provides 145 I can use my observa- opportunities for pattern recognition and the development of common tions to develop a model that scientific language. Use a variety of hands-on activities that allow students illustrates ecological hierar- to model organizing objects or organisms into levels of hierarchy. At this chies and can compare my de- point, students conceptualize and label levels of organization using their veloped models to hierarchies own terminology. existing in nature. (7,8) The characteristics of an ecosystem are explored at different scales by 146 I can use models to gathering and sharing information within and among collaborative groups. investigate the role of All models are compared to the scientifically accepted hierarchies to different environmental fac- evaluate the accuracy of student-generated hierarchy models and labeling tors within the hierarchy. (7) systems.

147 I can develop a Given information about a novel ecosystem, such as the human microbiome model depicting the ecological or deep-sea vent, including data on population density, students develop a hierarchy of a novel ecosys- hierarchical classification model using standard language and parameters. tem and can communicate the Students present their models to a larger group. dynamics of the hierarchy. (7)

Teacher Resources Misconceptions Levels of Organization in an Ecosystem Hierarchical classification Teacher Created V coincides with levels in a food web; the Students will label, classify, and illustrate levels of organization organisms “higher up” in the within an ecosystem. Includes rubric example. classification scheme are all apex bit.ly/ecosystem-organization predators. Hierarchy Theory and Biotic Hierarchy: An Inquiry Approach All factors in an ecosystem, Arizona State University V including abiotic factors, are Students draw diagrams to illustrate hierarchy and hierarchical represented in hierarchical organization theory and play card games to reinforce hierarchy concepts. (e.g. water would be part of the bit.ly/hierarchy-and-biotic-theory community and sunlight would be part of the biosphere).

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A Field Guide to the Alabama Standards 85 Learning Targets Learning Experiences

148 I can investigate Students apply the hierarchical concepts previously learned to an biomes, using a variety of investigation of Earth’s major biomes. Given climatographs and general sources, to compare and ecological information, students color code a world map of major biomes. contrast the characteristics of Comparing student-produced maps to accepted biome maps, students each. (7) evaluate and revise their maps.

149 I can use evidence to Web-based interactives and resources provide classify major geographical information for students to illustrate and annotate regions into biomes, based biome maps. Then students use the refined maps on climate and dominant life to organize and separate organisms into forms. (7) appropriate biomes.

Teacher Resources

Biomes — Alabama Science in Motion N1Biomes Students will explore ecology and biodiversity in seven terrestrial biomes with unique biotic and abiotic characteristics. bit.ly/AMSTI-ASIM

Global Carbon Storage in Biomes — Alabama Science in Motion J16GlobCarb Students complete computer-based exercises using NASA satellite data and Google Earth in order to visualize global patterns of terrestrial carbon storage among biomes and the relationship between primary productivity and atmospheric CO2 and to illustrate the effects of land use changes on global carbon storage. bit.ly/AMSTI-ASIM

Biome Travel Brochure — Biology Junction Students will make a Biome Brochure containing major biotic and abiotic factors. bit.ly/biome-brochure

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86 The Biology Compendium How do living things interact with each other and the environment?

Learning Targets Learning Experiences

150 I can create graphs Students investigate population growth strategies by summarizing provided resenting exponential, linear, data into graphs and comparing graphs that illustrate linear, exponential, and logistic growth and use and logistic growth. For each graph, students interpret changes in population those graphs to calculate over time, calculate the “doubling time” for each population, and identify the doubling time for a common factors that lead to that growth pattern. After this, students apply population. (9) vocabulary appropriate to each type of graph and the features that distinguish it from other growth patterns. 151 I can use mathematical or computer models to Students review a population growth graph for the United States and investigate the factors brainstorm factors that may have caused that growth (e.g. birth rates, death affecting population growth rates, immigration, and emigration). Students consider if similar factors can in an ecosystem. (9) be applied to the growth of nonhuman populations. To investigate factors that impact population growth, students build and place simple arthropod traps around the school and/or home. Each trap is accompanied by a count of the number and types of plants present in area surrounding the trap. Each student counts and sorts samples, sharing arthropod and plant count data to create whole class graphs of arthropod density and diversity vs. plant density and diversity.

Teacher Resources Misconception Population Bean Quick Lab V Populations exist in North Hunterdon-Voorhees Regional High School District states of either constant Students learn to estimate population size using the mark-recapture method. growth or decline. bit.ly/population-bean

Call of the Wild Part 1 — NMSI Laying the Foundation Lesson This lesson is designed to introduce the concept of predator/prey population cycles. One of the main points of this activity is to help students see that population sizes of predators and their prey fluctuate according to the same pattern, but one is offset in relation to the other. The data collected in this activity can be used as a reference point for terms used during presentation on community and ecosystem ecology.

African Lions Modeling Populations — The Concord Consortium The students explore exponential and logistic growth models to analyze population data for African lions and identify carrying capacity. bit.ly/african-lions-modeling

US Population Growth Graph bit.ly/US-population-growth

Arthropod Investigation Tree of Life Web Project Simple plastic cup-based arthropod trap instructions and student protocol. bit.ly/arthropod-investigation

Arthropod Protocol Arizona State University Elementary lesson plan with instructions for building simple arthropod traps. bit.ly/arthropod-protocol

A Field Guide to the Alabama Standards 87 Learning Targets Learning Experiences

152 I can identify patterns in the Students use population pyramids to compare the age-sex characteristics of population growth that distribution of various populations around the world. Discuss distinguish exponential growth from linear the features of the graph. Ask students to utilize the graphs growth from logistic growth. (9) to predict the consequence of a dramatic change in birth rate and/or death rate. 153 I can interpret a population pyramid graph and use the information contained to Given growth curves, students explore population growth predict the results of a change in birth rate curves and the assumptions that shape the mathematical or death rate. (9) models of population growth. Using this information, 154 I can use evidence and data to students make predictions about future growth patterns describe trends in human population when environmental conditions change, supporting their growth. (9) predictions graphically and mathematically. 155 I can investigate factors that impact population growth and make predictions of how changing environmental conditions Misconception will affect population growth. (9) V All populations grow at the same rate.

Teacher Resources

Exponential Population Growth Alabama Science in Motion N5ExpGrowth Students examine exponential population growth using mathematical models. Teacher Tip bit.ly/AMSTI-ASIM In this learning progression, emphasis is Population Growth – Exponential and Logistic Models vs. Complex Reality placed on the patterns and Serendip Studios conclusion students draw from interpreting population This analysis and discussion activity is designed to help students develop a growth graphs. Scaffolding solid understanding of the exponential and logistic models of population conversations may be growth, including the biological processes that result in exponential or required for students who logistic population growth. draw inappropriate bit.ly/population-growth-models conclusions or infer contradictory patterns.

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88 The Biology Compendium How do living things interact with each other and the environment?

Learning Targets Learning Experiences

156 I can use growth curves Students interpret predator/prey population graphs and assemble of predators and prey to their own predator/prey graph from a provided dataset. Based on evaluate the impact of one the data, students analyze the relationship between the two species on another. (9) populations and answer the following questions:

• If the predator is absent, what is the impact on the size and Teacher Tip growth pattern of the prey population? A main point of this • How do the growth pattern and population size of the predators learning progression is to help change if the prey is absent? students see that population sizes • What assumptions does this model make regarding how varied of predators and their prey fluctuate according to the same pattern, but the diet of the predator may or may not be? one is offset in relation to the other. The data collected in this activity Using their knowledge of previously constructed predator/prey can be used as a reference point for graphs, students respond to the following prompt: The number of terms used during presentation on rabbits in an area is dependent on the number of owls in that same community and ecosystem ecology. area. Use evidence from the graph to justify your response.

Teacher Resources

Predator Prey Populations Alabama Science in Motion N4Pop Students investigate predator-prey population relationships, factors affecting those relationships, and density-dependent and density-independent limiting factors. bit.ly/AMSTI-ASIM

Call of The Wild NMSI Laying the Foundation Lesson This lesson is designed to introduce the concept of predator/prey population cycles. One of the main points of this activity is to help students see that population sizes of predators and their prey fluctuate according to the same pattern, but one is offset in relation to the other. The data collected in this activity can be used as a reference point for terms used during presentation on community and ecosystem ecology.

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A Field Guide to the Alabama Standards 89 Learning Targets Learning Experiences

157 I can analyze data on Students identify factors associated with population density as important population growth to identify regulators of population growth. Understanding of factors that impact limiting factors, both biotic population growth becomes more sophisticated when including population and abiotic. (8, 10) density. Students deconstruct the phrases “density-dependent limiting factor” and “density-independent limiting factor” to create working defi- 158 I can analyze data to nitions of these terms. Utilizing active or computer-based simulations, find patterns that distinguish students collect and organize population growth data compiled on popu- density-dependent from lation growth under varying conditions related to food availability, rainfall, density-independent limiting predation, migration, and disease. The results are analyzed to categorize factors. (10) factors, organize data and draw conclusions about a variety of limiting factors to classify each as density-dependent or independent.

Students assess the impact of density-dependent and density-independent factors on ecosystems by exploring ecosystem metrics other than population size. These additional measurements indicate the relative health indicators of an ecosystem such as water quality, nutrient abundance, species diversity, and eutrophication.

Teacher Resources

Bluegill Limiting Factors — Alabama Science in Motion N6Bluegill Students investigate density-dependent and density-independent limiting factors. bit.ly/AMSTI-ASIM

Toothpick Fish — The Genetics Project This activity is a simulation of a population of “toothpick” fish. The students will explore the relationships between many different aspects of fish life: genes, traits, variation, survival, and reproduction. bit.ly/toothpick-fish

African Lions: Modeling Populations — Concord Consortium Computer simulation of lion populations in which students investigate limiting factors and develop a definition of carrying capacity. bit.ly/african-lions-modeling

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90 The Biology Compendium How do living things interact with each other and the environment?

Learning Targets Learning Experiences

159 I can use evidence Conceptualizing how much an ecosystem can support, which is both finite and reasoning to define the and grand in scale, is often challenging for high school biology students. carrying capacity of a specific Students investigate mathematical simulations and card-based or role-play ecosystem (9) activities to develop a working definition of carrying capacity. They apply individually developed working definitions of carrying capacity in an attempt to answer the question: What is the carrying capacity of our planet?

Teacher Resources

Longleaf Pine Ecosystem Teacher Created Teacher-developed lesson plan that investigates the unique characteristics of the longleaf pine ecosystem of lower Alabama. www.hudsonalpha.org/compendium

Teaching Carrying Capacity: The Why and the How Population Connection Interactive population graph illustrates factors that impact changes in population growth. www.worldpopulationhistory.org

Learning Targets Learning Experiences

160 I can distinguish between primary and Students investigate components and processes of secondary ecological succession and show that succession using scavenger hunts, model activities, an ecosystem responds to such a disturbance and historical data. From those investigations, stu- in a predictable manner. (10) dents create a detailed diagram of succession that 161 I can use models to explain ecosystem predicts the impacts of ecosystem disturbance and recovery after disturbance. (10) the mechanisms of recovery for an ecosystem. 162 I can analyze historical data to find patterns in an ecosystem’s response to Misconception disturbance and use this analysis to draw Ecological succession always progresses the conclusions about how the ecosystem will V same way towards the same end community. respond to additional disturbance. (10)

Teacher Resources

Finding Succession in Changing Ecosystems Teacher Created Students will hunt for pieces that are parts of succession and work to understand the process. www.hudsonalpha.org/compendium

A Field Guide to the Alabama Standards 91 Learning Targets Learning Experiences

163 I can categorize human This culminating experience requires students to apply activities that affect ecosystems much of what they’ve mastered throughout the ecology and can predict the impact of these learning progression to design a solution to a real-world actions. (10) ecological problem. 164 I can describe an ecological Students examine ecological cascades using one of the resources cascade and explain the impacts on from the list. Students study examples of human activities that organisms in the ecosystem. (7,10) affect ecosystems, predict the resulting impact, and propose a 165 I can design a solution to potential solution to that impact. changing environmental conditions that accounts for density-dependent Students should assess the data, determine if enough and independent factors. (10) information is provided make an informed decision, assess 166 I can synthesize data and rea- whether remediation is needed, and recommend what form any soning to evaluate potential solutions remediation should take. Students apply engineering design to an environmental problem. (10) principles to develop this solution, identifying required inputs and expected outcomes and determining how the solution will be 167 I can communicate my tested and refined. proposed solution and support my conclusions with evidence and reasoning. (10)

Teacher Resources

Soil Testing Alabama Science in Motion J4 Analyze samples of soil to determine composition: N, P, K, pH. bit.ly/AMSTI-ASIM

Water Quality Alabama Science in Motion J1 Conduct various chemical tests on water samples. bit.ly/AMSTI-ASIM

Bio-assessment Alabama Science in Motion J2 Use a game to determine stream quality. bit.ly/AMSTI-ASIM

How Wolves Change Rivers YouTube® Short video that illustrates the ecological cascade caused by changes in the wolf population of Yellow- stone National Park. bit.ly/wolves-change-rivers

Wild About Wetlands Part V NMSI Laying the Foundation Lesson This multi-part lesson has students use Internet resources to research the Florida Everglades ecosystem. From their research, students develop food chains and food webs, calculate energy transfer, and develop a sense of how biotic and abiotic factors interact in this specific ecosystem. Students develop a plan for maintaining biodiversity.

92 The Biology Compendium How do living things interact with each other and the environment?

Notes:______

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Teacher Tips Addressing this portion of the standard may require supplemental instruction on engineering practices if not included in other learning progressions. The following articles and resources may provide helpful scaffolding on engineering design in biology classrooms.

bit.ly/engineering-practices bit.ly/engineering-practices2 bit.ly/engineering-practices3 bit.ly/engineering-practices4

Part IV of Wild About Wetlands can be used to scaffold the development of real-world solutions required by the standard.

Compendium Sources

Alabama. Department of Education. (2015). Alabama course of study. Science. Montgomery. Alabama State Dept. of Education.

Understanding Evolution. 2016. University of California Museum of Paleontology. 22 May 2016. http://evolution.berkeley.edu/.

Aaasorg. (2016). Aaasorg. Retrieved 5 March, 2016, from http://assessment.aaas. org/pages/about.

Keeley, Page. Uncovering Student Ideas. Retrieved March 05, 2016, from http://www.uncoveringstudentideas.org/about/overview.

Wilson, E. O. (2006). Nature revealed: Selected writings, 1949-2006. Baltimore: Johns Hopkins University Press.

A Field Guide to the Alabama Standards 93 APPENDIX 1

About the Compendium Advisory Team The Alabama Biology Resource Alignment Team is made of up of a diverse group of high school life science teachers from across the state. These gifted educators brought more than 120 years of combined experience to the construction of The Biology Compendium. Investing countless hours in reviewing resources for alignment to the 2015 Alabama Course of Study: Biology, this team spent months crafting a plan to help Alabama biology teachers meet the instructional shift required by the new COS.

Mary Busbee Mary Busbee teaches AP Biology, Pre-AP Biology and Anatomy at St. Clair County High School in Odenville, AL, where she has been teaching for nine years. Ms. Busbee was a member of the Alabama Science Course of Study Committee that developed the 2015 Course of Study. As a consultant for A+ College Ready, she teaches study sessions for students and presents two-day programs for AP biology teachers. Ms. Busbee is an Alabama Science Teachers Association (ASTA) board member and the chair of the Birmingham Audubon Society’s Educational Outreach Committee. She is a member of the College and Career Ready Standards implementation team for the St. Clair County School System and delivers professional development to science teachers through that system as well. She has presented workshops at local and national levels for both ASTA and the National Association of Biology Teachers (NABT). Ms. Busbee earned a BS in biology from Judson College in Marion, AL, and an MaEd in secondary science education from the University of Alabama at Birmingham.

Nerissa Deramus Nerissa DeRamus is a biology teacher at Thompson High School (THS) in Alabaster, AL. She started teaching Biology in 2001 at her alma mater, Choctaw County High School in Butler, AL. Mrs. Deramus teaches AP Biology, Pre- AP Biology, and General Biology at THS. Passionate about creating real world experiences in her classroom, Mrs. Deramus has 15 years of teaching experience, including rural, suburban, and urban school settings. Mrs. Deramus holds an EdS degree in biology curriculum and instruction from the University of Alabama. She received her BS in biology and an MA in teaching biology from the University of West Alabama.

Susan Dial Susan Dial teaches AP and Pre-AP Biology at Gardendale High School in Gardendale, AL. She is the science department chair and the Gardendale High School National Honor Society advisor. Fully engaged in the life of Gardendale High, Mrs. Dial is committed to helping her students achieve academic excellence. She is a Laying the Foundation trainer and has conducted student study sessions for the National Math and Science Initiative and A+ College Ready. She has presented at the A+ College Ready two-day teacher trainings. Mrs. Dial has 16 years of classroom experience. Mrs. Dial holds a BA in music, a MaEd in secondary education, and an EdS in teacher leadership.

94 The Biology Compendium Appendix 1: The Compendium Advisory Team

Teresa Gregory Teresa Gregory is a teacher at Clay Chalkville High School in Pinson, AL, where, over the past ten years, she has taught a variety of subjects including Biology, AP Biology, Honors Anatomy, and Forensic Science. Ms. Gregory received the Outstanding Biol- ogy Teacher Award for Alabama in 2012. She serves as High School Director for the Alabama Science Teachers Association (ASTA). She has presented workshops at both the local and national level for ASTA and the National Association of Biology Teachers. In addition, she has been involved with Alabama Science in Motion (ASIM) for 10 years, serving as a pilot tester for ASIM and HudsonAlpha. She is a consultant for A+ College Ready conducting Saturday study sessions for AP Biology. Ms. Gregory holds a BS in biology from North Georgia College in Dahlonega, GA.

Jennifer Hutchison Jennifer Hutchison is a Biology Content Specialist for Alabama Math Science Teaching Initiative/Alabama Science In Motion serving the Northeast Alabama region. Prior to serving in this capacity, Ms. Hutchison was a life science educator at Huntsville High School in Huntsville, AL. She provides professional development for teachers in Alabama and is a lifelong learner who cherishes the opportunity to positively influence student learning in Alabama. Her commitment to promoting quality life science education is further evidenced by her work as the Alabama director for the National Outstanding Biology Teacher Award. Ms. Hutchison received a BS from the University of Alabama in Huntsville and her MaEd and EdS in teacher leadership from the University of West Alabama in Livingston, AL.

Ben Johnston Ben Johnston is a high school science teacher at Bob Jones High School (BJHS) in Madison, AL. He has taught Biology, AP Biology, Environmental Science, and AP Environmental Science for the past 20 years. A National Board Certified Biology teacher, Mr. Johnston was named Madison City School’s Teacher of the Year in 2006. At Bob Jones High School, he sponsors the Science National Honor Society and coaches the BJHS Envirothon Team, as well as the Envirobowl Team. He is a consultant for A+ College Ready, teaching study sessions for students and presenting two-day inservice for AP Biology and AP Environmental Science teachers. Each summer, he assists in teaching Biotech Academy for HudsonAlpha. Mr. Johnston received his BS in microbiology from Auburn University. He earned a MS degree in biology from the University of Alabama in Huntsville and his EdS degree from the University of Alabama with an emphasis in secondary science.

A Field Guide to the Alabama Standards 95 Eve O’Connor Kendrick Eve O’Connor Kendrick has been a life science teacher at Northside High School in Samantha, AL, for eight years. At Northside, she has had the opportunity to teach a variety of classes that include Pre-AP Biology, AP Biology, Marine Science, Environmental Science, and Forensic Science. She is the sponsor of a very active science club at Northside. In this club, students participate in a variety of aquatic ecology field activities and numerous environmental stewardship volunteer opportunities. After graduate school, Mrs. Kendrick began her teaching career in Hanover County, VA, where she taught Biology and Ecology. In 2012, Mrs. Kendrick received a National Science Foundation Research Experience for Teachers grant to participate in Arctic Ecological Research. She received the Outstanding Biology Teacher Award for Alabama in 2013. Mrs. Kendrick received a BS in biology from Virginia Commonwealth University (VCU) in Richmond, VA. Mrs. Kendrick then received an MT and an MS in biology from VCU before starting her teaching career.

Madelene Loftin Madelene Loftin is a veteran of 14 years in the classroom as a biology teacher at Wingfield High School in Jackson, MS. While there, she received several teaching awards including the Milken Educator Award (2007), Jackson Public Schools Teacher of the Year (2006), and the Outstanding Biology Teacher Award for Mississippi (2008). She currently serves as the Educator Development Lead at HudsonAlpha. While not in the classroom, Mrs. Loftin continues to work to advance science education in Alabama, serving as Past-President of the Alabama Science Teachers Association and as Region VI Coordinator for the National Association of Biology Teachers. Mrs. Loftin is an advocate for teachers and works to assist teachers in providing quality science experiences in classrooms throughout the state. Mrs. Loftin received a BS in biology from Mississippi College in Clinton, MS, and an MaEd in secondary science education.

Leslie Machen Leslie Machen has been a teacher in the Madison County School System since 1994. For the past 12 years, she has taught Biology, Anatomy & Physiology, and Marine Biology, and she currently teaches AP Biology at Sparkman High School. A gifted educator, she was recognized as Madison County Schools Secondary Teacher of the Year in 2008. Mrs. Machen serves as a consultant for A+ College Ready and was named as one of the National Math and Science Initiative’s “Top 10 Teachers” in 2014. Mrs. Machen is a graduate of Athens State University in Athens, AL, where she received a BS degree, along with a middle school endorsement, in secondary education biology and psychology. She received her MaEd in secondary education biology from the University of Alabama.

96 The Biology Compendium Appendix 1: The Compendium Advisory Team

Kim Miller Kim Miller began her teaching career as a middle school science teacher. In 2006, she moved to Fairhope High School in Baldwin County, AL, where she has been teaching ever since. Currently, she teaches Pre-AP Biology and Pre-IB Biology but has also taught Standard Biology, Freshmen Leadership, and ACT/SAT prep courses. She is the science department head and cosponsor of the school’s Scholars Bowl team. She is a member of the National Science Teachers Association. Mrs. Miller received her BS in Medical Technology from the University of South Alabama in Mobile. She worked in both hospital and reference clinical lab settings before earning her MaEd in secondary science and entering the field of education.

Melody Tucker Dr. Melody H. Tucker is a high school science teacher at Citronelle High School in Citronelle, AL. She has taught Biology, Honors Biology, and Honors Anatomy for the past 11 years. In January of 2016, she was awarded the prestigious Milken Educator Award and was the only recipient from the state of Alabama. At Citronelle High School, she is Science Department Chair, a member of the CHS Leadership Team, National Honor Society co-sponsor, and an Alabama New Teacher Mentor. Besides her roles at Citronelle High School, she teaches online biology courses through ACCESS for high school students in Alabama and is a part-time instructor at the University of South Alabama in the College of Education. Dr. Tucker received her BS in biology with a minor in music from the University of Mobile. She performed her graduate work at the University of South Alabama, where she earned an MS and a PhD in instructional design.

Keshia Williams Keshia D. Williams teaches AP Biology and Environmental Science at Robert E. Lee High School in Montgomery, AL, and is completing her ninth year of teaching in the public school system. Ms. Williams is affiliated with many educational associations, including the National Science Teachers Association, National Association of Biology Teachers, and National Education Association. She serves as the Multicultural and Equity Director for the Alabama Science Teachers Association. Ms. Williams played a pivotal role in starting the first EnviroBowl Team at Lee High in 2013 for Legacy’s EnviroBowl annual competition. Her keen love for science is what led her to the field of education. As a science teacher, her goal is to make learners of the 21st century more scientifically literate in preparation for growing demands in the STEM field. Ms. Williams holds dual BS degrees from Tuskegee University in biology and food and nutritional science, an MA in teaching from LaGrange College in LaGrange, GA, in secondary education, an MS from Clemson University in biological science, and an EdS from The University of Alabama in secondary education science.

A Field Guide to the Alabama Standards 97 APPENDIX 2

About the Compendium Partners

AMSTI The Alabama Math Science and Technology Initiative (AMSTI, www.amsti.org) is a program within the Alabama State Department of Education that provides equipment and materials, professional development and on-site support to teachers and their students in grades K-12. Alabama Science in Motion (ASIM) is the high school science component of AMSTI. Educators receive all of the equipment, supplies, resources and training needed to carry out hands-on, research-based science and math lessons. Multiple studies have shown that AMSTI is highly effective in increasing student achievement. Utilizing a network of regional hub sites and course-specific specialists this initiative reaches over half of the state’s elementary and middle schools and nearly every high school.

Accessing AMSTI/ASIM Biology resources Alabama Science in Motion provides training and physical materials to support many of the activities described in the compendium to ASIM-trained teachers. For more information about becoming an AMSTI/ASIM-trained teacher, contact your regional ASIM Biology Specialist. Students versions of all ASIM activities for the compendium are available as a pdf from Science in Motion.

98 The Biology Compendium Appendix 2: The Compendium Partners

A+ College Ready A+ College Ready (www.apluscollegeready.org) is a nonprofit program dedicated to improving student achievement in math, science, social studies, and English. A+ College Ready works to increase the number of Alabama students taking advanced placement courses, earning qualifying scores on AP exams, and attending and succeeding in college. Each year for the past seven years, a cohort of Alabama high schools is selected to participate in the initiative. On average, schools experience a 95 percent growth in AP qualifying scores during their first year in the program. As nearly half of all Alabama public school systems have enrolled, Alabama has experienced the nation’s largest percentage increase as a state in students taking AP courses and passing scores for all students as well as minority students. In 2015, A+ introduced Pre-AP courses for 7th to 10th grade core subjects, preparing students for the increased rigor encountered in AP and other college-level classes.

Accessing A+ College Ready resources A+ College Ready is the authorized affiliate for the National Math and Science Initiative and provides training and support for Laying the Foundation to schools encompassed by annual grant funding. For more information about becoming an A+ College Ready School, contact [email protected].

HudsonAlpha Institute for Biotechnology The HudsonAlpha Institute for Biotechnology (www.hudsonalpha.org) is a nonprofit research institute located in Huntsville, AL, with a three-fold mission of genomic research, economic development and educational outreach. The educational arm of HudsonAlpha has developed a series of programs and activities that inspire the future bioscience workforce and cultivate genetic literacy for all citizens. These include hands on classroom modules, immersive educator training, real-world student experiences and digital learning initiatives. Their activities are utilized in nearly 80 percent of Alabama’s public high schools, reaching more than 70,000 students annually. HudsonAlpha’s educational reach has expanded beyond the borders of the state: its kits are used in hundreds of schools across the United States and science educators look to HudsonAlpha as a trusted provider of science education content. A series of digital activities have received national acclaim and HudsonAlpha iCell®, an interactive visualization of animal, plant, or bacterial cells, has been downloaded globally nearly two million times.

Accessing HudsonAlpha resources Many HudsonAlpha resources found in the compendium have been or will be distributed through GREAT workshops held throughout the state. Additionally, certain kits are available through ASIM or for purchase from Carolina Biological Supply Company. For more information about resources or educator professional development visit www.hudsonalpha.org/education.

A Field Guide to the Alabama Standards 99 The Biology Compedium is made possible with support from